Oglala Lakota College
Self-Study Report
To the North Central Association of Colleges and Schools
The Higher Learning Commission
May 6, 2013 - May 8, 2013
TABLE OF CONTENTS
Page
Preface……………………………………………………………………………………………11
Chapter One
Oglala Lakota Context……………………………………………………………………. 12
A Portrait of Oglala Lakota College’s Community ………………………………………... 12
OLC Serves the Lakota Nation……………………………………………………………... 16
Oglala Lakota College and the Tribal College Movement ………………………………… 18
Oglala Lakota College – Overview and Principles of Operation…………………………... 18
Lakota Perspective and Values – a Key Component of Oglala Educational………………. 19
Philosophy
OLC History of Accreditation……………………………………………………………… 20
Chapter Two
Overview and Organization of the Self-Study…………………………………………22
Overview …………………………………………………………………………………... 22
Organization of the Self-Study Report…………………………………………………….. 24
Chapter Three
Responses to the 2003 HLC Team Report and HLC Follow-Up…………………. 26
2005 Progress Report on Assessment and General Education……………………………… 28
2007 Monitoring Report on Strategic Planning …………………………………………….. 28
2009 Focused Visit with Emphasis on OLC’s Governance System ………………………... 29
Significant Developments since 2003………………………………………………….. 30
Chapter Four
Criterion One. Mission …………………………………………………………………… 34
Oglala Lakota College’s Mission is clear and articulated publicly; it guides Oglala Lakota
College’s operations.
Core Components:
1.A. Oglala Lakota College’s mission is broadly understood within Oglala Lakota College
and guides its operations………………………………………………………………... 34
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(1) The mission statement is developed through a process suited to the nature and
culture of Oglala Lakota College and is adopted by the governing board………… 35
(2) Oglala Lakota College’s academic programs, student support services, and
enrollment profile are consistent with its stated mission…………………………... 36
(3) Oglala Lakota College’s planning and budgeting priorities align with and support
the mission. (This sub-component may be addressed by reference to the response to
Criterion 5.C.1.)……………………………………………………………………..38
1.B. The mission is articulated publicly……………………………………………………… 39
(1) Oglala Lakota College clearly articulates its mission through one or more public
documents, such as statements of purpose, vision, values, goals, plans, or
institutional priorities………………………………………………………………. 39
(2) The mission document or documents are current and explain the extent of Oglala
Lakota College’s emphasis on the various aspects of its mission, such as instruction,
scholarship, research, application of research, creative works, clinical service,
public service, economic developments, and religious or cultural purpose…………39
(3) The mission document or documents identify the nature, scope, and intended
constituents of the higher education programs and services Oglala Lakota College
provides………………………………………………………………………………40
1.C. Oglala Lakota College understands the relationship between its mission and the diversity
of society…………………………………………………………………………………41
(1) Oglala Lakota College addresses its role in a multicultural society…………………42
(2) Oglala Lakota College’s processes and activities reflect attention to human diversity
as appropriate within its mission and for the constituencies it serves………………..42
1.D. Oglala Lakota College’s mission demonstrates commitment to the public good………..44
(1) Actions and decisions reflect an understanding that in its educational role, Oglala
Lakota College serves the public, not solely the institution, and thus entails a public
obligation……………………………………………………………………………..44
(2) Oglala Lakota College’s educational responsibilities take primacy over other
purposes, such as generating financial returns for investors, contributing to a related
or parent organization, or supporting external interests……………………………...44
(3) Oglala Lakota College engages with its identified external constituencies and
45
Communities of interest and responds to their needs as its mission and capacity allow.
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Chapter Five
Criterion Two. Integrity: Ethical and Responsible Conduct ………………………. 47
Oglala Lakota College acts with integrity; its conduct is ethical and responsible…
Core Components:
2.A. Oglala Lakota College operates with integrity in its financial, academic, personnel,
and auxiliary functions; it establishes and follows fair and ethical policies and processes
for its governing board, administration, faculty, and staff……………………………… 47
2.B. Oglala Lakota College presents itself clearly and completely to its students and to the
public with regard to its programs, requirements, faculty and staff, costs to students,
control, and accreditation relationships………………………………………………….48
2.C. The governing board of Oglala Lakota College is sufficiently autonomous to make
decisions in the best interest of Oglala Lakota College and to assure its integrity……... 48
(1) The governing board’s deliberations reflect priorities to preserve and enhance Oglala
Lakota College……………………………………………………………………… 49
(2) The governing board reviews and considers the reasonable and relevant interests of
Oglala Lakota College’s internal and external constituencies during its decisionmaking deliberations. ………………………………………………………………. 49
(3) The governing board preserves its independence from undue influence on the part of
donors, elected officials, ownership interests, or other external parties when such
influence would not be in the best interest of Oglala Lakota College……………… 49
(4) The governing board delegates day-to-day management of Oglala Lakota College to
the administration and expects the faculty to oversee academic matters…………... 50
2.D. Oglala Lakota College is committed to freedom of expression and the pursuit of truth in
teaching and learning…………………………………………………………………….51
2.E. Oglala Lakota College ensures that faculty, students, and staff acquire, discover, and
apply knowledge responsibly…………………………………………………………….51
(1) Oglala Lakota College provides effective oversight and support services to ensure the
integrity of research and scholarly practice conducted by its faculty, staff, and
students………………………………………………………………………………51
(2) Students are offered guidance in the ethical use of information resources…………. 52
(3) Oglala Lakota College has and enforces policies on academic honesty and integrity.52
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Chapter Six
Criterion Three. Teaching and Learning: Quality, Resources, and Support........ 54
Oglala Lakota College provides high quality education, wherever and however its offerings
are delivered......
Core Components:
3.A. Oglala Lakota College’s degree programs are appropriate to higher education……… 54
(1) Courses and programs are current and require levels of performance by students
appropriate to the degree or certificate awarded………………………………….. 55
(2) Oglala Lakota College articulates and differentiates learning goals for its
undergraduate, graduate, post-baccalaureate, post-graduate, and certificate
programs……………………………………………………………………………56
(3) Oglala Lakota College’s program quality and learning goals are consistent across all
modes of delivery and all locations (on the main campus, at additional locations, by
distance delivery, as dual credit, through contractual or consortial arrangements, or
any other modality)…………………………………………………………………57
3.B. Oglala Lakota College demonstrates that the exercise of intellectual inquiry and the
acquisition, application, and integration of broad learning and skills are integral to its
educational programs………………………………………………………………….. 58
(1) The general education program is appropriate to the mission, educational offerings,
and degree levels of Oglala Lakota College………………………………………. 58
(2) Oglala Lakota College articulates the purposes, content, and intended learning
outcomes of its undergraduate general education requirements. The program of
general education is grounded in a philosophy or framework developed by Oglala
Lakota College or adopted from an established framework. It imparts broad
knowledge and intellectual concepts to students and develops skills and attitudes
that the institution believes every college-educated person should possess………. 59
(3) Every degree program offered by Oglala Lakota College engages students in
collecting, analyzing, and communicating information; in mastering modes of
inquiry or creative work; and in developing skills adaptable to changing
environments……………………………………………………………………… 60
(4) The education offered by Oglala Lakota College recognizes the human and
cultural diversity of the world in which students live and work…………………. 61
(5) The faculty and students contribute to scholarship, creative work, and the discovery
of knowledge to the extent appropriate to their programs and Oglala Lakota
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College’s mission…………………………………………………………………. 61
3.C. Oglala Lakota College has the faculty and staff needed for effective, high-quality
programs and student services………………………………………………………… 62
(1) Oglala Lakota College has sufficient numbers and continuity of faculty members to
carry out both the classroom and the non-classroom roles of faculty, including
oversight of the curriculum and expectations for student performance;
establishment of academic credentials for instructional staff; involvement in
assessment of student learning……………………………………………………. 62
(2) All instructors are appropriately credentialed, including those in dual credit,
contractual, and consortial programs………………………………………………64
(3) Instructors are evaluated regularly in accordance with established institutional
policies and procedures…………………………………………………………… 64
(4) Oglala Lakota College has processes and resources for assuring that instructors are
current in their disciplines and adept in their teaching roles; it supports their
professional development………………………………………………………… 65
(5) Instructors are accessible for student inquiry…………………………………….. 66
(6) Staff members providing student support services, such as tutoring, financial aid
advising, academic advising, and co-curricular activities, are appropriately
qualified, trained, and supported in their professional development………………66
3.D. Oglala Lakota College provides support for student learning and effective teaching…67
(1) Oglala Lakota College provides student support services suited to the needs of its
student populations……………………………………………………………….. 68
(2) Oglala Lakota College provides for learning support and preparatory instruction to
address the academic needs of its students. It has a process for directing entering
students to courses and programs for which the students are adequately prepared..70
(3) Oglala Lakota College provides academic advising suited to its programs and the
needs of its students………………………………………………………………. 73
(4) Oglala Lakota College provides to students and instructors the infrastructure and
resources necessary to support effective teaching and learning (technological
infrastructure, scientific laboratories, libraries, performance spaces, clinical
practice sites, museum collections, as appropriate to Oglala Lakota College’s
offerings)………………………………………………………………………….. 73
(5) Oglala Lakota College provides students with guidance in the effective use of
research and information resources………………………………………………..74
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3.E. Oglala Lakota College fulfills the claims it makes for an enriched educational
environment…………………………………………………………………………….75
(1) Co-curricular programs are suited to Oglala Lakota College’s mission and
contribute to the educational experience of its students…………………………. 75
(2) Oglala Lakota College demonstrates any claims it makes about contributions to its
students’ educational experience by virtues of aspects of its mission, such as
research, community engagement, service learning, religious or spiritual purpose,
and economic development……………………………………………………….77
Chapter Seven
Criterion Four. Teaching and Learning: Evaluation and Improvement
Oglala Lakota College demonstrates responsibility for the quality of its education programs,
learning environments, and support services, and it evaluates their effectiveness for student
learning through processes designed to promote continuous improvement………………….. 81
Core Components:
4.A. Oglala Lakota College demonstrates responsibility for the quality of its educational
programs……………………………………………………………………………….. 81
(1) Oglala Lakota College maintains a practice of regular program reviews…………. 83
(2) Oglala Lakota College evaluates all the credit that it transcripts, including what it
awards for experiential learning or other forms of prior learning……………….... 85
(3) Oglala Lakota College has policies that assure the quality of the credit it accepts in
transfer…………………………………………………………………………….. 85
(4) Oglala Lakota College maintains and exercises authority over the prerequisites for
courses, rigor of courses, expectations for student learning, access to learning
resources, and faculty qualifications for all its programs, including dual credit
programs. It assures that its dual credit courses or programs for high school students
are equivalent in learning outcomes and levels of achievement to its higher
education curriculum……………………………………………………………….85
(5) Oglala Lakota College maintains specialized accreditation for its programs as
appropriate to its educational purposes……………………………………………. 86
(6) Oglala Lakota College evaluates the success of its graduates. Oglala Lakota
College assures that the degree or certificate programs it represents as preparation
for advanced study or employment accomplish these purposes. For all programs,
Oglala Lakota College looks to indicators it deems appropriate to its mission, such
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as employment rates, admission rates to advanced degree programs, and
participation rates in fellowships, internships, and special programs (e.g., Peace
Corps and Americorps)……………………………………………………………..86
4.B. Oglala Lakota College demonstrates a commitment to educational achievement and
improvement through ongoing assessment of student learning…………………………89
(1) Oglala Lakota College has clearly stated goals for student learning and effective
processes for assessment of student learning and achievement of learning goals…. 89
(2) Oglala Lakota College assesses achievement of the learning outcomes that it claims
for its curricular and co-curricular programs………………………………………. 89
(3) Oglala Lakota College uses the information gained from assessment to improve
student learning…………………………………………………………………….. 90
(4) Oglala Lakota College’s processes and methodologies to assess student learning
reflect good practice, including the substantial participation of faculty and other
instructional staff members………………………………………………………… 91
4.C. Oglala Lakota College demonstrates a commitment to educational improvement
through ongoing attention to retention, persistence, and completion rates in its degree
and certificate programs…………………………………………………………………91
(1) Oglala Lakota College has defined goals for student retention, persistence, and
completion that are ambitious but attainable and appropriate to its mission, student
populations, and educational offerings…………………………………………….. 93
(2) Oglala Lakota College collects and analyzes information on student retention,
persistence, and completion of its programs……………………………………….. 95
(3) Oglala Lakota College uses information on student retention, persistence, and
completion of programs to make improvements as warranted by the data……….. 95
(4) Oglala Lakota College’s processes and methodologies for collecting and analyzing
information on student retention, persistence, and completion of programs reflect
good practice. (Institutions are not required to use IPEDS definitions in their
determination of persistence or completion rates. Institutions are encouraged to
choose measures that are suitable to their student populations, but institutions are
accountable for the validity of their measures.)……………………………………. 96
Chapter Eight
Criterion Five. Resources, Planning, and Institutional Effectiveness
Oglala Lakota College’s resources, structures, and processes are sufficient to fulfill its
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mission, improve the quality of its educational offerings, and respond to future challenges
and opportunities. Oglala Lakota College plans for the future……………………………… 99
Core Components:
5.A. Oglala Lakota College’s resource base supports its current educational programs and
its plans for maintaining and strengthening their quality in the future…………….
99
(1) Oglala Lakota College has the fiscal and human resources and physical and
technological infrastructure sufficient to support its operations wherever and
however programs are delivered…………………………………………………….101
(2) Oglala Lakota College’s resource allocation process ensures that its educational
purposes are not adversely affected by elective resource allocations to other areas
of disbursement of revenue to a superordinate entity………………………………102
(3) The goals incorporated into mission statements or elaborations of mission
statements are realistic in light of the institution’s organization, resources, and
opportunities……………………………………………………………………….102
(4) Oglala Lakota College’s staff in all areas are appropriately qualified and trained.. 102
(5) Oglala Lakota College has a well-developed process in place for budgeting and for
monitoring expense……………………………………………………………….. 103
5.B. Oglala Lakota College’s governance and administrative structures promote effective
leadership and support collaborative processes that enable Oglala Lakota College to
fulfill its mission………………………………………………………………………. 103
(1) Oglala Lakota College has and employs policies and procedures to engage its
internal constituencies-including its governing board, administration, faculty, staff,
and students-in the Oglala Lakota College’s governance………………………… 103
(2) The governing board is knowledgeable about Oglala Lakota College; it provides
oversight for Oglala Lakota College’s financial and academic policies and practices
and meets its legal and fiduciary responsibilities………………………………… 104
(3) Oglala Lakota College enables the involvement of its administration, faculty, staff,
and students in setting academic requirements, policy, and processes through
effective structures for contribution and collaborative effort…………………….. 105
5.C. Oglala Lakota College engages in systematic and integrated planning……………….. 106
(1) Oglala Lakota College allocates its resources in alignment with its mission and
priorities……………………………………………………………………………106
(2) Oglala Lakota College links its processes for assessment of student learning,
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evaluation of operations, planning, and budgeting……………………………….. 108
(3) The planning process encompasses Oglala Lakota College as a whole and considers
the perspectives of internal and external constituent groups……………………... 109
(4) Oglala Lakota College plans on the basis of a sound understanding of its current
capacity. Institutional plans anticipate the possible impact of fluctuations in Oglala
Lakota College’s sources of revenue, such as enrollment, the economy, and state
support……………………………………………………………………………..109
(5) Institutional planning anticipates emerging factors, such as technology,
demographic shifts, and globalization……………………………………………. 110
5.D. Oglala Lakota College works systematically to improve its performance……………. 110
(1) Oglala Lakota College develops and documents evidence of performance in its
operations………………………………………………………………………... 110
(2) Oglala Lakota College learns from its operational experience and applies that
learning to improve its institutional effectiveness, capabilities, and sustainability,
overall and in its component parts……………………………………………….. 110
Chapter Nine
Request for Continued Accreditation ………………………………………………… 112
Abbreviations………………………………………………………………………………113
List of Tables
1. Enrollment…………………………………………………………………………………….38
2. Age of Enrolled Students…………………………………………………………………….. 43
3. Ethnic Background……………………………………………………………………………43
4. Teaching Sections……………………………………………………………………………. 63
5. Faculty Qualifications………………………………………………………………………... 64
6. Qualifications of Support Staff……………………………………………………………… 67
7. Success in English 103……………………………………………………………………….72
8. Success in Math 103……………………………………………………………………….....72
9. Employment Survey of Graduates…………………………………………………………... 87
10. Percentage of Faculty Participation in Standing Committees……………………………….104
11. Budget Allocations…………………………………………………………………………..107
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Maps
1. South Dakota………………………………………………………………………………… 14
2. Pine Ridge Reservation ……………………………………………………………………… 14
Appendix A
Bibliographic References to Chapter 1
Appendix B
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
8.
a. Institutional Snapshot
Student Demography Headcounts
Student Recruitment and Admissions
Financial Assistance for Students
Student Retention and Program Productivity
Faculty Demography
Availability of Instructional Resources and Information Technology
Financial Data
a. Federal Compliance Material
Credits, Program Length and Tuition
Student Complaints
Transfer Policies
Verification of Student Identity
Title IV Program and Related Responsibilities
Institutional Disclosure and Advertising and Recruitment Materials
Relationship with Other Accrediting Agencies and with State Regulatory Boards
Public Notification of an Evaluation Visit and Third Party Comment
c. List of documents in the Resource Room
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Preface
Oglala Lakota College presents its Self-Study to the Higher Learning Commission in support
of the College’s request for continued accreditation. We present evidence and findings that
demonstrate that the College meets the five criteria for accreditation.

Our mission is clear and articulated publicly and guides our operations.

We fulfill our mission ethically and responsibly.

We provide high quality education, wherever and however our offerings are delivered.

We demonstrate responsibility for the quality of our educational programs, learning
environments, and support services, and evaluate their effectiveness for student learning
through processes designed to promote continuous improvement.

Oglala Lakota College’s resources, structures, and processes are sufficient to fulfill its
mission, improve the quality of its educational offerings, and respond to future challenges
and opportunities. The College plans for the future.
Oglala Lakota College has expanded our resources and educational programs since the last
Higher Learning Commission visit and continues to meet our mission of serving our
constituencies, primarily the citizens of the Oglala Lakota Nation.
In June 2012, the Vice President for Instruction moved to another college. In fall 2012, the
Vice President for Business was diagnosed with a terminal illness. These key positions are being
filled on an interim basis to allow the college to conduct a thorough search for new vice
presidents.
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Chapter One - Oglala Lakota Context
A Portrait of Oglala Lakota College’s Community.
Oglala Lakota College has a unique campus and organization. Its administrative headquarters
are at Piya Wiconi, close to the geographic center of the Pine Ridge Reservation, but most
classes are offered at eleven (11) Instructional (also called District or College) Centers (one in
each of the nine Districts on the Pine Ridge Reservation, one in Rapid City, SD, and one in Eagle
Butte, SD, on the Cheyenne River Reservation). Faculty members travel to the centers to teach
four days a week; Fridays are reserved for service at Piya Wiconi. Community based
professionals provide most student services at the centers. General direction of services is
coordinated from Piya Wiconi.
Distance and severe weather are constants in the operations of OLC. All planning,
technology, and activities accept this and make accommodations.
The Pine Ridge Reservation is home to the Oglala band of the Oceti Sakowin (Seven Council
Fires). It has a population of 32,892 persons (HUD, 2012) living on over 3,648 square miles
(larger than Delaware and Rhode Island together). The Bureau of Indian Affairs estimates
46,855 Native Americans live in our service area, which includes the Pine Ridge Reservation,
Rapid City, and adjacent areas (BIA Labor Force Report, 2005 – latest edition). The only major
city within a couple of hours driving distance from Pine Ridge is Rapid City (population 78,000).
Chadron, Gordon and Rushville, NE, are all within an hour of the southern Reservation
boundary. None have a population over 6,000.
The Pine Ridge Reservation has a representative government operating under a 1936 Indian
Reorganization Act constitution. The legislative body is the nineteen (19) member Oglala Sioux
Tribal Council. The Tribal President and Vice-President are elected at large, and there is a five12
member Executive board. The Tribe is a sovereign nation according to United States laws and
treaties. The Tribe charters independent organizations like Oglala Lakota College, Oglala Sioux
Department of Public Safety and Oglala Sioux (Lakota) Housing. The reservation is divided into
nine districts with each having an elected district government and each electing representatives
to the Tribal Council. The state of South Dakota has divided the Reservation into three counties:
Shannon, Bennett and parts of Jackson.
Distance, weather conditions, and the lack of serviceable automobiles are major transportation
barriers with which reservation residents contend. Limited public transportation has just started.
Isolated homes and communities are served by gravel roads and are inaccessible during blizzards
or heavy rain.
Poverty has always been a feature of the Pine Ridge population. According to the 2010 U.S.
Census, the Oglala Lakota per capita income was $7,772 and the poverty level was 53.5% for
Shannon County, four times the national average. The median income of residents in Shannon
County from 2006 to 2010 was $24,392, almost half that of the rest of the country. (US Census,
Quickfacts, 2010). Shannon County is the 3rd poorest county in the United States.
13
14
The number of persons per household is nearly double the national median. Multiple families
commonly live in a two bedroom house. 87% of K/12 students on the Reservation receive free
or reduced price lunches. 16.1% of adults over 25 are college graduates compared with 25.3% of
the US population (US Census, Quickfacts, 2010).
Unemployment is variously described as 38% (State of SD) to over 80% (Bureau of Indian
Affairs 2005). The Pickering Study of 2005 found that of the population 18-65, 61% are
unemployed (Pickering, K., 2005). Categories of employment are: Private sector 18%; Public
sector 74%; Self-employed 8%. Surveys describe education and transportation as key needs for
job seekers.
2012 County Health Rankings by the Robert Wood Johnson Foundation ranked Shannon
County as 59th of 59 SD Counties and 57th in terms of physical environment (County Health
Rankings). The latest Indian Health Service (IHS) US Department of Health and Human
Services Report – Regional Differences in Indian Health 2002-2003 - showed that the Aberdeen
Area, which includes Pine Ridge Reservation, had death rates exceeding US averages:
Alcohol Related
Homicide
Suicide
+1290%
+ 87%
+ 212%
Tuberculosis
Heart disease
Diabetes
+ 262%
+ 50%
+ 514%
Native Americans smoke at twice the rate (46.5%) of other races, and have infant mortality
over double that of the US average (Argus Leader, 2007). Alcoholism affects 85% of families
on the reservation (Woodward, 2012). Life expectancy for males on the reservation is 56.5 years
and women 66 years (Kukarni et al, 2011).
Testing required by the No Child Left Behind Act in 2011 showed that on average students in
South Dakota were 75% proficient in reading, while only 48% of Native Americans were
proficient. The same disparity was true for math. 83% of all students starting the 9th grade
15
graduated from high school in South Dakota, but only 49% of Native-Americans did
(Achievement Gap, 2012).
In 1985, OLC started offering classes at Mother Butler Center in Rapid City, SD at the
request of the Indian community. In 2000, OLC built the He Sapa Instructional Center in Rapid
City, and the building has been expanded twice since then. Approximately 12,000 Lakota and
other Native Americans reside in Rapid City.
The Cheyenne River Instructional Center in Eagle Butte, SD was established in response to
the higher education needs of the Cheyenne River Sioux Reservation after the failure of Sitanka
University in 2005. Cheyenne River Reservation covers around 2,900,000 acres. About
1,401,000 acres are trust lands. The total Indian population of 14,460 people (2000 US Census)
consists mainly of members of four bands of Teton Lakota: the Minneconju (or Hohwoju), the
Sihasapa (Blackfoot), Oohenupa (Two Kettle), and the Itazipco (Without Bows). The tribal
capital is Eagle Butte, and the reservation has thirteen tribal electoral districts. About 25% of the
population is under 16. The unemployment rate is somewhere around 80%, and Ziebach County,,
where the reservation is located, is the poorest county in America (US Census Report 2012).
OLC Serves the Lakota Nation:
Prior to OLC, few Lakota held professional positions. OLC educates students for
opportunities in Lakota country. Since 1971, OLC has granted over 3,500 degrees and over 1,000
certificates. Many graduates hold key positions in Tribal government, programs, businesses,
schools, and at OLC itself. OLC’s impact is illustrated by the number of teachers and nurses
graduated. Prior to the 1950s, there were only a few Indian teachers; now, there are 136 Indian
teachers and 123 of these are graduates of OLC. One or two Indian nurses in the 1950s have
multiplied to over 70 now, principally with the Indian Health Service on the Reservation; 80% of
16
these Indian nurses are OLC graduates. We believe that OLC is one of the top five producers of
Indian nurses in the United States. The 2008-2009 IPEDS Report ranked OLC 11th in the Nation
for producing Indian teachers and 7th in the Nation in granting Public Administration/Social
Sciences degrees.
More than 80% of OLC graduates are employed on the reservation. They staff and direct
tribal programs; they have contributed to the development of a private sector through helping
create The Lakota Fund and the Pine Ridge Area Chamber of Commerce. OLC now operates the
formerly beleaguered reservation Head Start program.
A Gates Foundation sponsored study honored OLC as a “Beating the Odds” institution in
2011. The Foundation indicated 32 post-secondary institutions as national models in approaches
to completion rates among low-income and minority students. Oglala Lakota College was the
only tribal college chosen as a Beating the Odds institution. Acknowledging the many obstacles
for disadvantaged minorities, the report concluded that OLC’s continuing and extensive efforts
to try to overcome poor academic preparation demonstrated leadership and accomplishment.
OLC graduates are grounded in Wolakolkiciyapi—learning Lakota ways of life in the
community. Lakota culture, history, and language are central to OLC’s mission. The Lakota
Culture informs and frames every aspect of the College’s efforts. Each degree program requires
coursework in Lakota Studies; the College offers many traditional culturally based activities.
OLC has been a model of organizational achievement, stability, and service to the Pine Ridge
Reservation and Lakota nation for two generations. It is a realization of tribal sovereignty,
Lakota accomplishment, and Pine Ridge Reservation potential. Oglala and non-Indians alike
make careers at OLC. Their dedication and commitments have made OLC a leader in Indian
Higher Education and a pathway for learning and service.
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Oglala Lakota College and the Tribal College Movement:
In the 1960s and 1970s, tribal leaders began to redress failure in Indian education by the
United States by assuming more control of their own education. Their efforts, combined with a
United States shift in treatment of minorities, led to tribal self-determination and the unleashing
of resources to ameliorate unequal opportunities for Native Americans and other minorities.
Tribal colleges were just one facet of major changes ushered in during the Great Society and of
Indian efforts to wrest some control of their lives from the Bureau of Indian Affairs. Tribal
leaders and non-Indian supporters recognized that education was the key to self-determination
for tribal governments, restoring tribal cultures, and providing opportunities for Indian people.
Before tribal colleges, few Indians attended college and only a small percentage graduated.
In 1971, Oglala Lakota College was one of several colleges chartered by tribal governments.
The 1978 Tribal Community College Act provided funding for chartered tribal colleges and the
movement has grown steadily since then. OLC was one of the founders of the American Indian
Higher Education Consortium (AIHEC) which channels US-wide efforts for better funding,
legislation, and joint action among tribal colleges. Today, more than 25,000 tribal college
students at more than 35 colleges are the visible results of the efforts of many to provide
culturally based higher education [AIHEC].
Oglala Lakota College – Overview and Principles of Operation
In 1971, Oglala Lakota College (OLC) was chartered by the Oglala Sioux Tribe (OST). Its
mission and goals were to provide qualified and skilled human resources for the Oglala Sioux
Tribe in its development efforts, to improve the quality of life for individuals, and to enhance and
revitalize Oglala culture. These goals have remained constant over the years.
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From the beginning, Oglala Lakota College mirrored Oglala Lakota preference for
decentralized, shared governance rooted in a Lakota perspective. Shared governance is
institutionalized at the Board of Trustees, which is made up of elected members from each
district, plus representatives of the tribal government, through elected district boards for each
center, and the Piya Wiconi Okolakiciye (PWO) college governance which consists of chosen
representative from each of the components of the college: faculty, student services, business
operations, and district staff) [Policies and Procedures].
The Lakota Perspective and Values – a Key Component of Oglala Educational Philosophy
The Lakota perspective is a world view which derives from the oral creation story of the
Lakota people and is a living, dynamic view handed down from generation to generation. At the
base of this view is an unchanging adherence to the humanistic values of respect, generosity,
wisdom, fortitude, bravery and humility. To see the world from the Lakota perspective is to
understand that one must live each day guided by these values. Listening and sharing are vital
skills in Lakota culture.
Decision making, governance, curriculum design, and classroom instruction require all people
involved to listen and to share. Administrators, instructors, students, and the community are all
heard.
The Lakota perspective emerges in many different ways - through the perspectives of Lakota
students, who are encouraged to express their ideas to respectful listeners, fellow students and
instructors, through the use of Lakota materials like books, tapes, treaty documents, arts and
crafts, song, dance, stories, and oral histories; through people from the communities who share
their memories, skills and wisdom with OLC students; and through the use of the Lakota
language either as the language of instruction, or as a vehicle for supplemental information. The
19
Lakota perspective has no canon; it is an organic presence. Non-Lakota faculty and staff join
tribal members in continuing discourse on the Lakota Perspective.
OLC History of Accreditation
Spring 1979
Oglala Lakota College receives candidacy status.
November 1980
Candidacy Status continued.
March 1983
Comprehensive visit leads to granting accreditation for a five year period
at the two year level with approval for a bachelor’s degree in Elementary
Education.
June 1984
Request for approval of Bachelor of Science degree in Human Services
granted.
.
Spring 1985
Request for approval of Bachelor of Science degree in Business
Administration. Approval granted in June 1985.
June 1985
Amendment to the Status of Scope allows course delivery to no more than
5 sites outside the reservation within a 150 miles radius.
October 1987
NCA site visit recommends removal of all stipulations and continued
accreditation until 1992.
1988
Change Status and Scope statement provides for a limited number of
graduate courses.
1992-93
A Master’s degree in Lakota Leadership/Management (Manager as
Warrior) was initiated with NCA/HLC approval.
March 1993
NCA comprehensive site visit leads to 5 years extension of accreditation
and a focused visit planned for the master’s program.
November 1993
Focused visit leads to approval of Master’s Degree in Lakota Leadership.
March 1998
NCA comprehensive visit leads to removal of distance limitations on
service area, granting graduate degree in Educational Leadership, and
other SAS changes.
August 2000
NCA Advisory Visit addresses issues of Board Governance and
Functional Relationship with College Administration.
August 2000
The Higher Learning Commission accepts OLC’s Monitoring Report.
20
March 2003
Comprehensive visit from the Higher Learning Commission. Continued
accreditation for ten (10) years granted.
May 2005
Progress Report on Assessment; accepted by HLC.
OLC received authorization from the Higher Learning Commission to
offer courses and operate an instructional site at Eagle Butte, SD, on
the Cheyenne River Reservation. The expansion was approved by
the Cheyenne River Sioux Tribe’s government.
May 2007
Monitoring Report on Strategic Planning; accepted by HLC.
May 2009
Focused Visit on governance; accepted by HLC.
Note: Each of the reports and the Focused Visit Assurance section
indicated appropriate OLC action on the identified concerns from the
2003 Visit. The responses of the Higher Learning Commission confirmed
that OLC continues to meet the Criteria for Accreditation.
May 2013
Comprehensive visit for continued accreditation by the Higher Learning
Commission.
Electronic Hyperlinks for Chapter One:
Page
17
URL
http://www.olc.edu/images/PressRelBtgOdds-8-2011.pdf
Hyperlink
Beating the Odds
18
http://www.aihec.org/
AIHEC
19
http://www.olc.edu/local_links/policymanual/
Policies and Procedures
21
Chapter Two: Overview and Organization of the Self-Study
Overview

President Shortbull appointed a Self-Study task force in September 2011. It included
representative center directors, faculty, department chairs, staff, and students. The Vice
President for Instructional Programs was assigned primary responsibility for the SelfStudy process.

Five task force members attended the 2012 HLC Conference. Dr. Gerry Giraud was
replaced in June, 2012, as Instructional Vice President by Dr. Ursula Gaertner, veteran
OLC administrator, faculty member, and vice president. In July 2012, the Board of
Trustees received a rough draft of the Self-Study at their annual retreat and was briefed
on the new accreditation criteria.

The Board of Trustees concurred with the President’s decision to engage Dr. Gregory
Gagnon as a consultant to assist OLC’s self-study process. Dr. Gagnon was a consultant
evaluator and chair of HLC teams for more than 20 years, was Instructional Vice
President at OLC for several years, and consults for several tribal colleges. He has
visited OLC several times during the process, reviewed the several drafts, and consulted
extensively.

In August 2012, OLC began the academic year with an all staff meeting that emphasized
pending tasks, reviewed PWO tasks, and renewed meetings of the task force. The Vice
President and Dr. Gagnon continued to work with the draft and made suggestions to
refine the self-study. Members of the self-study task force submitted assignments in
connection with criterion three.
22

All staff and faculty were updated on the progress of the self-study report at the October,
2012, all staff meeting. At an October 26, 2012, instructional division meeting faculty
drafted responses to criterions three and four.

Between November and December, 2012, numerous staff and faculty contributed to the
self-study report. Among them were the registrar, the financial aid officer, the computer
support specialist, administrative assistant, academic and other department heads. They
are listed at the end of this chapter.

The Board of Trustees was updated at their December 2012 meeting about the time frame
for the completion of the report.

The President shared a near final draft at the January 2013 all staff meeting.

The self-study task force approved the final draft of the self-study report in January 2013.

The Board of Trustees approved the self-study at its February 2013 meeting.

The Self-Study was posted on the OLC web page.

The Self-Study report was sent to HLC and the team members in March 2013.
References and the electronic resource room were completed.

In March and April 2013, preparations were completed for the HLC team visit.
OLC will combine the results of its self-study with other developing initiatives and the HLC
team recommendations in strategic planning adaptations for AY 2013-14.
23
Organization of the Self-Study Report:
The Self-Study Report is organized into nine (9) chapters:

Chapter One provides the historical and contemporary context for Oglala Lakota
College. Pine Ridge Reservation is unlike mainstream communities; it is a sovereign
reservation. Oglala Lakota College serves its community as an example of an Oglala
controlled institution, as a source of academic learning, as reinforcement for continuing
Oglala Lakota culture, and as an asset in the continuing development of a sovereign
society.

Chapter Two describes the self-study process.

Chapter Three describes OLC’s responses to the 2003 review, the 2005 and 2007
reports, and the focused visit of 2009. It describes the shared governance which
characterizes OLC’s decentralized and inclusive approach to utilizing Oglala Lakota
culture-based consensus decision making. Governance at OLC differs from other higher
education governance.

Chapters Four to Eight present evidence relating to the criteria for accreditation and
their components.

Chapter Nine requests continued accreditation for Oglala Lakota College. A list of
abbreviations is appended for ease of reading.

Appendix A lists bibliographic sources.

Appendix B includes the institutional snapshot, Federal Compliance material, and lists
electronic and physical resource room contents.
24
Contributors to the Self-Study Process and Report
The following individuals have contributed to the self-study report:
Self-Study Task Force members
Ahmed Al Asfour, Full-Time Faculty, Business Department
Aloysius Wounded Head, President, OLC Student Senate
Hannan LaGarry, Department Chair, Math & Science Department
Janice Richards, Center Director, Pahin Sinte Instructional Site
Jeffrey Olson, Department Chair, Social Work Department
Jim Dudek, Full-Time Faculty, Information Technology
Julie Johnson, Department Chair, Business Department
Leslie Mesteth, Registrar
Other Staff and Faculty
Faith Richards, Human Resources Director
Jonnie Clifford, Administrative Assistant to the Vice President for Instruction
Corinn Amiotte, Computer Support Specialist
Brett Bump, Information Technology
Clifford DeLong, Information Technology
Billi Hornbeck, Director, Student Services and Financial Aid
Steven Potter, Jenzabar Database Administrator
Susan Heathershaw, Adult Basic Education and Community Services
Kathryn Kidd, Full-Time Faculty, Social Work Department and Assessment Consultant
Milton Fineran, Director, Student Support Services Program
Lilias Jones-Jarding, Full-Time Faculty. Humanities and Social Science Department
All Full-Time Faculty and Department Chairs
Directors and Staff of Instructional Sites
Editorial Board
Thomas Shortbull, OLC President
Gregory O. Gagnon, Self-Study Consultant
Tom Allen, Outside Reader
Ursula Gaertner, Vice President for Instruction and Self-Study Coordinator
25
Chapter Three
Responses to the 2003 HLC Team Report and HLC Follow Up
The Report of a Visit to Oglala Lakota College on March 23-26, 2003 HLC Report 2003 indicated a number of areas of concern. Oglala Lakota College responded to the specific areas of
concern to the HLC staff’s satisfaction, and a focused visit in 2009 resulted in a positive
evaluation.
The HLC Visit Team listed a number of challenges.

Extensive use of part-time faculty. OLC set goals to change the ratio, budgeted
accordingly, and has increased the full-time faculty. OLC now has a better ratio than
most community colleges and four year colleges.

OLC’s strategic plan lacked prioritization and resource allocation and was not based on
needs assessments. OLC revised its approach to strategic planning to reflect prioritization
based on need.

The MA degree in Lakota Leadership /Management had no assessment plan. It has a
functioning plan now.

The team found confusion and lack of clarity in the management of Student Support
Services. The college eliminated the position of director of student services and redirected district staff to the supervision of the President along with other key student
service administrators.

The team found OLC in the midst of an experiment in realigning the path of faculty
participation in governance and expressed concern. The College returned to the Piya
Wiconi Okolakiciye (PWO) governance structure. It affords faculty its primary role in
26
academic matters and continues the inclusive consensus building of the Piya Wiconi
Okolakiciye.

The facilities management plan needed a preventive maintenance component, a resource
allocation section, ADA compliance measures, and personnel need projections. They
have been added. The new facilities management plan was noted by the HLC staff as
acceptable. The 2007 Monitoring Report is available for review by the team at [2007
Monitoring Report].

OLC continues systematizing orientation of new faculty and staff to the governance
system to assure participatory governance is understood by all. OLC has met a noted
challenge of salary equity for faculty relative to regional colleges but needs to continue
clarifying overload policy, faculty and staff development approaches and providing
consistent patterns of evaluation.

A support system for students with disabilities was found lacking, and there were no data
to indicate the depth of the issue. Steps have been taken to clarify the issues and to
ameliorate concerns.

Assessment at OLC was a major concern for the team in 2003; especially problematic
were the areas of academic program reviews and general education. Assessment is better
organized, better articulated, and more consistently applied than in the 2003 visit. HLC
responded to OLC’s report on assessment positively.

OLC had not listed the address and phone number of the Higher Learning Commission.
This has been corrected.
27
2005 Progress Report on Assessment and General Education
Oglala Lakota College responded to these concerns in the following way. The College
appointed an Assessment Director in 2004, the instructional division reviewed and revised
general education requirements and created a general education philosophy statement. A
program review policy and schedule was developed. Systematic program review began with the
Human Services Department, resulting in the creation of the Social Work Department and its
subsequent accreditation.
These improvements were discussed in the Progress Report submitted in April 2005 [2005
Progress Report]. Assessment of student learning has been infused into OLC, data have been
generated and a culture of assessment has evolved. The Higher Learning Commission accepted
the Progress Report in a letter and staff analysis September 8, 2005 [2005 HLC Staff Analysis].
OLC joined the Higher Learning Commission’s Assessment Academy in fall 2011. Although
assessment has led to many changes since 2003, continuing changes in the staffing of the
Assessment Office have hampered systemization. OLC has chosen assessment of student
learning in general education as its project for the Assessment Academy. A sub-committee of
the Instructional Affairs committee is reviewing and refining general education requirements and
outcomes.
2007 Monitoring Report on Strategic Planning
OLC submitted a required monitoring report on its strategic planning and its technology and
facilities planning in April, 2007 Monitoring Report. The report describes the development of
OLC’s Strategic Plan during spring and fall 2005. Several significant changes have occurred.
Most important was the creation of the Foundational Studies Department which now conducts
28
placement testing for entering freshmen. OLC has sufficient resources to implement its strategic
plan.
The [Technology Plan] outlines a number of significant goals and additions to the
technological infrastructure at OLC. In 2005, the College acquired the Jenzabar database
platform. OLC’s system has the necessary safeguards to protect against system failure. The
College developed a
[Facilities Management Master Plan] to supplement the strategic plan. It includes ADA
compliance and Preventive Maintenance components. The technology plan and the facilities
plan have been updated since 2006.
The Higher Learning Commission accepted the College’s Monitoring Report and stated in its
staff review dated June 5, 2007, “The College is commended for taking hold of its planning
agenda and developing its plans holistically and realistically” [2007 HLC Response].
2009 Focused Visit with Emphasis on OLC’s Governance System.
OLC received a focused visit in Spring 2009 to clarify compliance with HLC expectations in
governance, faculty evaluation, organizational structure, and institutional climate. The 2003
Comprehensive Visit team members were worried that faculty did not have sufficient ownership
of academic matters within the Piya Wiconi Okolakiciye system of shared governance. The
Focused Visit Team reviewed OLC’s report on the issues [2009 Report on Governance],
and visited OLC on May 4-5, 2009. The Team concluded that OLC faculty had ownership of
academic programs. Although the PWO system is unique, OLC assures primary control of
academic programs by the faculty.
The focused visit report describes the faculty evaluation process consisting of student course
evaluations and yearly performance reviews by academic department chairs and administrators.
29
A faculty-staff satisfaction survey regarding OLC’s organizational climate found a large majority
of faculty and staff satisfied with their levels of governance participation.
Significant Developments and Milestones Since 2003
OLC has continued our mission to serve Lakota people in many areas during the decade since
the last comprehensive visit. We increased numbers of full-time faculty, adjusted faculty salaries
commensurate with area colleges, continued growth in enrollment, expanded courses and
programs to the Cheyenne River Reservation, and upgraded library services as an academic and
public library for students, faculty, staff, and community members. OLC assumed the
administration of the Pine Ridge Reservation Head Start program in 2005 at the request of the
Oglala Sioux Tribe, and reestablished the annual Wazi Paha Oyate Festival at which community
members exhibit garden produce, and traditional arts and crafts. Although OLC was financially
secure in 2003, an even more solid financial base has allowed OLC to focus prudent funding on
areas of needed improvement while maintaining quality throughout the college:
2003 Received 10 year accreditation from the Higher Learning Commission of the
North Central Association of Colleges and Schools.
Reached $8,350,000 toward the goal of achieving $10,000,000 by December 2004
for Rebuilding The Lakota Nation Through Education Capital Campaign.
Established the Gerald One Feather Endowed Lakota Studies Faculty and
William Horn Cloud Endowed Lakota Language Faculty positions.
Opened the Oglala Lakota Historical Center and began the summer Lakota Artists-inResidence program.
Honored Vietnam Veterans at graduation.
2004 Completed construction of the Nursing Instructional Building and Student Residence
Buildings on the campus of the Pine Ridge Hospital.
Completed Phase III of the Rebuilding the Lakota Nation Through Education Capital
Campaign by raising $10,000,000 for Faculty Endowment which enabled us to
hire additional full-time faculty.
Expanded the Lloyd Eagle Bull, Jr. Instructional Building in Pine Ridge to
accommodate increased enrollment.
30
2005 Met all standards in an evaluation of the OLC Teacher Training Program
by the South Dakota Department of Education.
Inaugurated Phase IV of the Rebuilding the Lakota Nation through Education Campaign
with the goal of raising $6,000,000 for endowed scholarships for students
and $6,000,000 for Faculty Endowment.
Obtained an $800,000 Challenge Grant from the Theodore R. and Vivian M. Johnson
Scholarship Foundation for business and entrepreneurship students.
Initiated the Calvin Jumping Bull Scholarship Fund of $100,000 in cooperation with
the South Dakota Community Foundation.
Opened the Cheyenne River Instructional Center with the approval from the
Cheyenne River Sioux Tribe and the OLC Board of Trustees. Received HLC
permission for the extension
2006 Began expansion of the He Sapa (Rapid City) Instructional Center.
Completed the first year of operation of the Pine Ridge Reservation Early Head Start
and Head Start programs. Staff was stabilized and facilities were improved.
Obtained new Title III funding to upgrade technology infrastructure.
Developed a new strategic plan 2006-2011 Tokatakiya Tawoihanble Kuwapi (Vision
for the Future).
2007 Moved the Early Childhood Education Program into the Education Department
to develop a Bachelors in Early Childhood Education to meet future Head
Start teacher requirements.
Improved buildings at Piya Wiconi and Instructional Centers with the help of
US Department of Agriculture grants.
OLC Construction Trades students completed their first house with a grant from
SD Vocational Education.
Completed the Oglala Lakota Veterans Monument on the Piya Wiconi Campus.
Completed remodeling of the Pine Ridge Early Childhood Building with 10
classrooms, offices, kitchen, parking lot, and playgrounds. Added playgrounds
and parking lots to other Head Start centers.
Received $700,000 from the Lilly Foundation and the American Indian College Fund to
strengthen and expand OLC’s work in teaching the Lakota language as urged by
the OLC Council of Elders.
Raised $4,250,000 in Faculty Endowment and $2,550,000 in Scholarship Endowment.
2008
Instituted a Tobacco-free Campus policy.
Established the Lakota Language Demonstration School at Porcupine Head Start.
Completed and opened the student residence at the Pine Ridge Instructional Center.
Continued expanding OLC’s Athletics program and obtained funding for a multi-purpose
building including a gym.
Continued building and improving Head Start buildings in a number of districts.
Reached $18,264,224 for OLC’s endowment.
2009 Had record fall enrollment of 1,804 headcount.
Completed Pejuta Haka Student Residence.
31
Completed the new Bookstore at Piya Wiconi
Completed new Martin Head Start building.
Reached $20,655,969 for OLC’s endowment.
Received continued funding from the National Science Foundation for Math and
Science programs.
2010 Set another fall enrollment record with 1,830 students.
Completed the Multi-purpose Building which includes a regulation college
basketball court. The OLC Brave Hearts played their first basketball home
game.
Moved the Lakota Language School to classrooms in the Multi-purpose Building at Piya
Wiconi and named it Lakota Woglaka Wounspe (Lakota Speaking Academy)
with students from K-2.
Finished construction or renovation of all 26 Head Start and Early Head Start
classrooms to meet Head Start Facilities standards.
Reached Phase IV of the Rebuilding the Lakota Nation through Education Campaign
goal of $12 million with $6 million for faculty endowment and $6 million for
student scholarship endowment which brought the endowment to $24 million.
2011 Celebrated Oglala Lakota College 40th Anniversary.
Named as one of only 32 “Beating the Odds” Institutions in America.
Identified by the Institute of Higher Education Policy (IHEP) as a “best practices”
campus for the Building Engagement and Attainment for Minority Students
(BEAMS) initiative.
Renovated restrooms and made improvements at the Piya Wiconi building and
Instructional Center.
Provided over $2,000,000 in student scholarships.
Had largest graduating class ever with over 204 degrees granted.
Began Phase V of the Rebuilding the Lakota Nation Through Education Campaign
with a goal of raising $8,000,000 for Faculty Endowment and $8,000,000 for
Student Scholarship Endowment by 2017.
Developed a new Strategic Plan to run from 2012 to 2017.
2012 Created Oglala Sioux Tribal Repository for repatriated cultural and scientific materials.
Revised Registrar and Financial Aid Policies, provided expanded student orientation and
created the OLC MAXPELL Book Scholarship to help students adapt to and
succeed in the light of new government PELL grant regulations.
Entered a collaboration with Ahi Punana Leo School in Hilo, Hawaii, which has been
doing language immersion for 30 years and renewed our dedication to fullimmersion at the Lakota Woglaka Wounpse. Began school with 30 students in
grades K-4 and completed construction of 2 new classrooms and a kitchen and
dining area.
Completed renovation of the building purchased in 2011 for the He Sapa Instructional
Center II expansion in Rapid City.
Co-hosted the American Indian Higher Education Consortium Conference in Rapid
City, SD, with the theme of “Honor the Drum” and held a special ceremony
32
honoring Lakota singers and drummers from the past.
Donated two houses built by our Construction Trades students to Oglala Sioux (Lakota)
Housing for safe houses to be based at Little Wound School in Kyle and
Pahin Sinte Owayawa in Porcupine.
Began renovation of our Applied Science Building.
Obtained funding to upgrade all OLC buildings to further meet Americans with
Disabilities Act standards.
Obtained a Campus Suicide Prevention grant to help deal with the epidemic of
suicides of Lakota young people. Funds development of Crisis Intervention
Policies, training people in prevention, and conducting a suicide awareness media
campaign.
As of December 10, 2012 the total of OLC’s Endowment funds was $33,371,198 with
$1,238,385 in a Maintenance Endowment, $22,426,427 in Faculty Endowments,
and $9,706,386 in scholarships.
Electronic Hyperlinks, chapter three:
Page URL
http://www.olc.edu/local_links/accreditation/docs/assurance_sectio
26
n_2003.pdf
Hyperlink
HLC Report 2003
27
http://www.olc.edu/local_links/accreditation/docs/monitoring_Toka
takiya_tawoihanble_Kuwapi_final.doc
2007 Monitoring
Report
28
http://www.olc.edu/local_links/accreditation/docs/2005NCAProgre
ssReport.pdf
2005 Progress Report
28
http://www.olc.edu/local_links/accreditation/docs/staff_analysis_of
_institutional_report_sept_8_2005.pdf
2005 HLC Staff
Analysis
28
http://www.olc.edu/local_links/accreditation/docs/monitoring_Toka
takiya_tawoihanble_Kuwapi_final.doc
2007 Monitoring
Report
28
http://www.olc.edu/about/strategicplan/
Strategic Plan
29
http://www.olc.edu/local_links/tss/
Technology Plan
29
http://www.olc.edu/docs/strategic_plan/OLC_Facilities_Plan_2012- Facilities
Management Master
2017.pdf
Plan
29
http://www.olc.edu/local_links/accreditation/docs/staff_analysis_of
_institutional_report_june_5_2007.pdf
2007 HLC Response
http://www.olc.edu/local_links/accreditation/docs/2009-ReportGovernance-Organization-Evaluation.pdf
2009 OLC Focused
Visit Report
http://www.olc.edu/local_links/accreditation/docs/HLC_Offcampus_Site_Visit_2009.pdf
2009 Off-campus Site
Visit
http://www.olc.edu/local_links/accreditation/docs/2009-ReportGovernance-Organization-Evaluation.pdf
2009 Report on
Governance
29
33
Chapter Four - Criterion One: MISSION
Oglala Lakota College’s mission is clear and articulated publicly; it guides Oglala Lakota
College’s operations.
Introduction
Oglala Lakota College has vision, mission, and purposes statements. In 2001, OLC adopted
a major rewording of the mission and purposes statements with participation from all College
constituents. The OLC Council of Elders added input. As part of a re-examination of OLC’s
mission statements in 2012, President Shortbull prompted focus on making the mission even
clearer to outside readers. He asked that the mission statement reflect the “Rebuilding the
Lakota Nation through Education” capital raising campaign. Apart from improving the
wording, the essence of the College vision, mission, and purposes has remained the same since
the 1970s.
After review by constituencies of the college, the Board of Trustees approved
changes on December 4, 2012 [Vision, Mission, Purposes].
All activities of the college, curricular and co-curricular, are guided by the vision, mission,
and purposes commitments; the Board of Trustees and the President monitor for consistency.
Core Component 1.A.
OLC’s mission is broadly understood within Oglala Lakota College and guides its
operations.
All constituents within the college faculty and staff reviewed adaptations to the vision,
mission, and purposes statements in 2012, and the Board of Trustees adopted them in December
2012. All operations are grounded in the mission. Publications reflect the mission. The Lakota
Perspective is a constant at OLC.
34
1.A.1. The mission statement is developed through a process suited to the nature and culture of
Oglala Lakota College and adopted by the governing board.
In the latest review, draft statements of the revised vision, mission and purposes statements
were distributed to the Board of Trustees at their Retreat on July 28, 2012; on July 30, the new
statements were distributed to the academic department chairs, and on August 24, the revised
statements were presented to all staff. All edits were incorporated into the new statements,
which were again presented to academic department chairs on September 10, 2012. Further edits
occurred and the final version was adopted by the OLC Board of Trustees on December 4, 2012.
2012 Revisions:
Vision: Rebuilding the Lakota Nation through Education.
We feel that this statement captures the essence of Oglala Lakota College existence.
Mission Statement:
The mission,which emanates from the charter of the Oglala Sioux Tribe, is to educate
students for professional and vocational employment opportunities in Lakota country. The
College will graduate well-rounded students grounded in Wolakolkiciyapi-learning Lakota ways
of life in the community-by teaching Lakota culture and language as part of preparing students to
participate in a multicultural world.
The college explicates its vision and mission statements with the identification of four
categories of purposes: Tribal, Cultural, Community, Academic.
OLC’s values are based on the Lakota ethical principles of Bravery, Generosity, Fortitude,
and Wisdom. They are the ideals that permeate the College’s structure and policies and the four
education related precepts of Woonspe (education or lesson), Woslolye (Knowledge),
35
Wookahnige (a higher level of understanding), and Woksape (Wisdom) which is the ultimate
goal in the learning process. The educational precepts are shown in the college shield emblem.
The combined vision, mission, and purposes statements guide OLC’s operations and are
prioritized in OLC’s 2006-2011 and 2012-2017 strategic plans [Strategic Plan], [Facilities
Management Master Plan], the [Technology Plan], and departmental goals statements.
1.A.2. OLC’s academic programs, student support services, and enrollment profile are consistent
with its stated mission.
OLC translates its mission into curricular and co-curricular activities that include community
services, vocational education, and degree programs from the associate’s to the Master’s levels.
All of the OLC programs and degrees are congruent with its mission; they focus on providing
students the opportunity to learn skills and general knowledge that will benefit the reservations
and the individual students. Degree programs focus on preparation to meet clearly identified
needs for Pine Ridge and other reservations. More than 90% of OLC students are Native
American. They also prepare students who choose to pursue education and/or residence in the
larger American community. General education courses provide for student learning within the
Lakota perspective.
Academic Programs
OLC offers a Master’s degree in Lakota Leadership/Management and a Master’s degree in
Lakota Leadership/ Management with Education Administration emphasis. OLC also offers four
(4) Bachelor of Arts degrees, seven (7) Bachelor of Science degrees, and nine (9) Associate of
Arts degrees [Catalog 2012-2013, p. 27].
The Education Department offers Endorsements in K-8, 7-12, and K-12 Special Education. It
also offers programs in Early Childhood Education and Child Development Associate (CDA)
36
training leading to the CDA Certificate. The Lakota Studies Department, in cooperation with the
Education Department, offers an endorsement in K-12 Lakota Studies; it also provides Lakota
language upgrading through the Oral Proficiency Inventory (OPI) and grants Lakota language
certificates. The Math and Science Department collaborates with the Education Department in
providing an endorsement in Math, Biology, and Earth Science.
OLC also offers four (4) Associate of Applied Science degrees and vocational certificates in
General Construction and Office Technology [Catalog 2012-2013 p. 27]. All vocational and
academic programs are designed to provide skills and knowledge for employment opportunities
on and off the Reservation. They are consistent with the College’s mission (see 4.A.6 below).
Student Support Services
OLC maintains extensive student support services. Individuals receive most of their support
from district center staff who either provide needed service directly or refer students to
appropriate tribal and College sources. Specific services include Adult Basic Education tutoring
leading to GED testing, financial aid and enrollment counseling, scholarships, transportation
assistance, placement testing, and remedial programs. The College also provides tutoring
services through the Student Support Services program and it maintains a Registrar and a
Financial Aid office. These offices and the various services and programs enable students to
acquire needed knowledge and skills. If students have needs beyond the scope of the College,
they are referred to tribal or other available services.
OLC has a Student with Disability Policy and Procedures [Disabilities Policy]. Thirty (30)
students with disabilities have been identified over the past 10 years. Many students have not
disclosed the nature of the disability. Some students do not wish to receive special consideration
from OLC. In other cases, students have not provided specialists,’ documentation and in some
37
cases staff at the instructional sites have been able to accommodate students and/or make
appropriate referrals. All buildings of OLC are wheelchair accessible. OLC recently hired an
Employee and Student Assistance Program coordinator, and more systematic data gathering and
follow-up is continuing.
OLC changed the academic advising procedure [Student Advising] for degree majors in 2012.
After students have completed 45 credit hours, they apply for admission to an academic
department. Department faculty then takes over the advising of their majors. This change was a
response to OLC’s continuing assessment of advisement. District counselors continue to advise
students with fewer than 45 credits.
Enrollment Profile
OLC is primarily serving Lakota people. About 60% of OLC’s students are Oglala Lakota
and approximately 30% are from other Tribes. About 10% of students are non-Indian.
Table 1 - Enrollment Headcount of Native American and Non-Native students
Semester
Ethnicity
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Oglala
913 (60%)
1,069 (59%)
1,108 (61%)
1,034 (61%)
964 (61%)
Other Native
448 (29%)
567 (31%)
578 (32%)
536 (32%)
524 (32%)
Non-Native*
163 (11%)
184 (10%)
134
118
104 (7%)
1,524 (100%)
1,820 (100%)
Total
(7%)
1,820 (100%)
(7%)
1,688 (100%)
1,592 100%)
Source: OLC Registrar;
*”Non-Native” includes fewer than five African American and Asian students.
1.A.3. OLC’s planning and budgeting priorities align with and support the mission. (this subcomponent may be addressed by reference to the response to Criterion 5.C.1.)
See 5.C.1
38
Core Component 1.B.
The mission is articulated publicly.
OLC’s vision, mission and purposes statements are displayed on OLC’s website, and posted
in the instructional sites as mentioned above. It is also stated in the College catalog, and other
materials.
1.B.1 Oglala Lakota College clearly articulates its mission through one or more public
documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities.
OLC has clearly articulated its vision and mission in its purposes statements. These
statements are posted on OLC’s website, at Piya Wiconi, and at the instructional sites.
Institutional priorities are stated in the College’s strategic plan, technology plan, and facilities
plan. Academic departments develop action plans based on the long-range plans.
1.B.2. The mission document or documents are current and explain the extent of Oglala Lakota
College’s emphasis on the various aspects of its mission, such as instruction, scholarship,
research, application of research, creative works, clinical service, public service, economic
development, and religious or cultural purpose.
OLC’s mission documents are current; they elaborate and explain the college’s mission as
expressed in the four sets of purposes and the vision statement. The documents identify OLC’s
external constituents, that is, Lakota communities, the Oglala Sioux Tribe (OST), and students.
Since OLC is primarily focused on instruction, departments vary in the degree and type of
research. However, all are involved in advancing scholarship and learning with a focus on
students and reservation applicability.
Indicator Activities:
39
The Math and Science Department [Math & Science] excels in research and a pedagogy of
“hands-on” instruction; that is, instruction which combines classroom work with lab work and
field work. This teaching methodology has found validation in increased student motivation.
The Humanities and Social Science Department [Humanities/Social Science] through its
English and Communications program and through its Fine Arts program encourages creative
works. The Nursing program [Nursing] provides clinical service. Graduate students [Graduate
Studies] are required to complete community service/research projects.
Service to the communities of Pine Ridge Reservation has long been a focus of OLC
activities. The Wazi Paha Festival has been revived after a hiatus of several years. It includes
hand games, social dancing, crafts, produce and more as categories in which entrants can
compete for prizes. The Festival has averaged about 200 participants over the past four years.
Other activities include the OLC graduation Wacipi, Art sales, and regular appearances on KILI
Radio by OLC staff and faculty. This provides cultural and other educational information to the
communities, as does OLC’s KOLC television station [KOLC]. The Woksape Tipi Library
[Learning Resources Center] and Archives is primarily an academic library, but is also a public
library and serves as the only public library for the reservation. It also provides direct service to
the schools and Head Start program reservation wide.
OLC’s direction of the Head Start Program [Head Start] is a service to the entire reservation,
and the College has provided two (2) houses for the tribe to use as safe houses.
1.B.3. The mission document or documents identify the nature, scope, and intended constituents
of the higher education programs and services Oglala Lakota College provides.
40
The vision, mission, and purposes statements specify what OLC will provide for its students.
The focus is on instruction and student learning. The mission together with the purposes
statements outlines the services to be provided [OLC Home Page].
Over the years, OLC has expanded its educational offerings in vocational and academic areas.
It has refined its operations to improve teaching (faculty development), and has expanded its
learning resources through the addition of search databases such as CINAHL, EBSCO, JSTOR,
and through Inter-Library Loan services (ILL) services, abstract services, and WorldCat.
Improved technological infrastructure has greatly increased information access capacity for
students and faculty. With the addition of the Jenzabar database, College operations have
become more efficient and accurate. The expansion and improvement of all College facilities
has enhanced OLC’s instruction and students’ learning.
Core Component 1.C.
OLC understands the relationship between its mission and the diversity of society.
OLC’s mission implies a combination of characteristics of the Oglala Lakota and those of the
larger society. As a tribal college, OLC emphasizes tribal history, culture, and preparation for
participation in the reservation community. Simultaneously, OLC provides a curriculum and
experiences that include learning in the larger American and international societies. Our general
education requirements include a significant commitment to Lakota Studies and to learning
within the basic framework of higher education. Students are exposed to multiple cultures
because OLC is an open admission college which includes non-Indians and non-Americans in its
student body, as well as students from many different tribes. Many faculty members are Lakota
but some are also from other countries or are non-Indian Americans.
41
OLC includes a diversity of students in gender, age, and abilities, not just a diversity of ethnic
groups. This enriches the learning community and is welcome. OLC students are immersed in
family obligations and are older than the majority of college students, which limits options for
diverse experiences, but OLC expands student experiences as opportunities are created. OLC
students regularly present at conferences.
1.C.1. OLC addresses its role in a multicultural society.
OLC students are well aware of the nature of a multicultural society by virtue of having to
interact with the larger society of the United States, on and off the reservations. Like OLC, they
comply with requirements for certifications and employment, interact with non-Indian
researchers and students, and learn standard American knowledge and skills. OLC curricular
and co-curricular activities expose students to how OLC and Pine Ridge Reservation function in
a multicultural, multi-polity world.
1.C.2. Oglala Lakota College’s processes and activities reflect attention to human diversity as
appropriate within its mission and for the constituencies it serves.
OLC’s mission and purposes is directed primarily to Lakota people on and off the reservation.
The College does not discriminate and students are exposed to peers and instructors from a
variety of ethnic backgrounds. OLC has an open admissions policy [Admissions Policy].
Oglala Lakota College accommodates ethnic diversity. The student body contains members of
some forty-five tribes. Non-Indian students are usually Caucasian with small numbers of
African American and Asian students enrolled. Lakota culture stresses generosity and respect
and non-Indians often comment on the support they receive as students at OLC.
OLC does have higher tuition for non-Indian students because tribal college per FTE funding
excludes non-Indians, and the state of South Dakota does not extend funding for non-Indians.
42
The difference in fees is comparable to out-of-state fees at in-state institutions. Aside from the
fee structure, non-Indian students are treated the same as Indian students.
Indicative Characteristics:
OLC has always had a much higher than average number of non-traditional students. In Fall
2008, 84% of OLC’s student body was over 25 years of age. It is interesting to note that this
proportion has gradually decreased to 69% in fall 2011 and to 60% in fall 2012.
Table 2 - Age of Enrolled Students
Semester/Age
Fall 2008
Fall 2009
Fall 2010
Fall 2011
25 Yrs. & under
250 (16%)
410 (23%)
460 (25%)
528 (31%)
639 (40%)
Over 25 years
1,274 (84%)
1,410 (77%)
1,360 (75%)
1,160 (69%)
953 (60)%
1,820 (100%)
1,820 (100%)
1,688 100%)
1,592 100%)
Total
1,524 (100%)
Fall 2012
Source: OLC Jenzabar database
The ratio of female to male students has always been approximately 70 to 30%.
OLC’s personnel are also diverse.
Table 3 - Ethnic Background of Personnel AY 2012-2013
Administrators
Staff
Faculty Fulltime
Ethnicity
Acad. Year
Indian
NonIndian
Indian NonIndian
Indian
NonIndian
Indian
NonIndian
Indian
NonIndian
2010-2011
18
3
73
5
23
33
68
56
198
101
2011-2012
18
3
85
13
31
37
67
47
201
100
2012-2013
18
2*
88
20
31
42
48
46
185
110
Faculty Adjunct
Total
*vacancy not included
OLC has adopted a policy on Students with Disabilities [Disabilities Policy]. From Fall 2002
to spring 2012, some thirty (30) students self-identified as having a disability. Some needed
glasses or were hard of hearing; some suffered from ADD/ADHD or had a physical disability.
Services are available in the communities, but many students declined services.
43
Core Component 1.D.
Oglala Lakota College’s mission demonstrates commitment to the public good.
This commitment is expressed in OLC’s degree programs, the Agricultural Extension
program [Ag Extension], outreach and research services provided by the Math and Science
Department to reservation communities and the Oglala Sioux Tribe, the extension of educational
services to the Cheyenne River Sioux Tribe [Cheyenne River], and the Lakota Immersion School
[LWW School].
OLC’s curriculum in Lakota language, culture and history is an essential part of OLC’s
mission.
1.D.1. Actions and decisions reflect an understanding that in its educational role, Oglala Lakota
College serves the public, not solely Oglala Lakota College, and thus entails a public obligation.
OLC’s history has been one of supporting the public good of the Lakota nation and of its
students embedded within their communities. The Board of Trustees, the Administration, and
all of the personnel of OLC demonstrate this commitment to the people through its actions and
through its organizational structure. A few examples: OLC administers the entire reservation
Head Start Program, provides community wide cultural enhancement programs like the Wazi
Paha Oyate Festival, conducts science and cultural fairs for school children, offers a language
immersion school, builds safe houses, offers community service television programming,
provides public library services to the entire reservation, is the tribal archives, and conducts
numerous public information and adult education extension programs.
1.D.2. Oglala Lakota College’s educational responsibilities take primacy over other purposes,
such as generating financial returns for investors, contributing to a related or parent organization,
or supporting external interests.
44
OLC is chartered by the Oglala Sioux Tribe and has no obligations to investors or other
external interests.
1.D.3. Oglala Lakota College engages with its identified external constituencies and
communities of interest and responds to their needs as its mission and capacity allow.
OLC’s identified external constituencies are Lakota people, their communities, and the Oglala
Sioux Tribe. The College engages with these constituencies through the dispersed learning
centers, and through the membership of its Board of Trustees [Board of Trustees], which is
composed of a representative from each of the nine instructional sites on Pine Ridge Reservation,
a representative of the Oglala Sioux Tribe, the Oglala Sioux Tribe Education Committee
representative, a student representative, and a representative from the Council of Elders. The
governance structure ensures input from external constituencies. OLC enters into agreements
with tribal and other higher education entities to further its mission. Various responses to
communities of interest and external constituencies are mentioned throughout the self-study.
Summary
Strengths:
-
OLC has a demonstrated history of meeting its mission within its resources.
Challenges:
-
Although OLC provides students with knowledge and experience within a multicultural
world, the isolation of the reservation poses a challenge to expanding student
understanding and interactions; the College makes consistent efforts to meet this
challenge.
Electronic Hyperlinks Chapter 4: Criterion One
Page
34
URL
http://www.olc.edu/about/missionstatement/
Hyperlink
Vision, Mission,
Purposes
36
http://www.olc.edu/about/strategicplan/
Strategic Plan,
45
36
http://www.olc.edu/local_links/maintainance/
Facilities Management
Master Plan
36
http://www.olc.edu/local_links/tss/docs/
Technology Plan
36-37
http://www.olc.edu/docs/Catalog_2012-2013.pdf
Catalog 2012-2013
37
http://www.olc.edu/local_links/registrar/
Registrar
37
http://www.olc.edu/local_links/financial_aid/
Financial Aid
38
http://www.olc.edu/local_links/policymanual/Section_80-89/85-600.php
Disabilities Policy
40
http://www.olc.edu/local_links/policymanual/Section_8089/85-200.php
Student Advising
40
http://www.olc.edu/local_links/smet/
Math & Science
40
http://www.olc.edu/local_links/humanities/
Humanities/Social
Science
40
http://www.olc.edu/local_links/nursing/
Nursing
40
http://www.olc.edu/local_links/grad_studies/
Graduate Studies
40
http://www.olc.edu/local_links/kolc/Welcome.html
KOLC
40
http://library.olc.edu/
Learning Resources
Center
40
http://headstart.olc.edu/
Head Start
41
http://www.olc.edu/about/missionstatement/
Vision, Mission,
Purposes
42
http://www.olc.edu/local_links/policymanual/Section_8089/80-000.php
Admissions Policy
43
http://www.olc.edu/local_links/policymanual/Section_8089/85-600.php/
Disabilities Policy
44
http://www.olc.edu/local_links/ag/
Ag Extension
44
http://wiki.olc.edu/index.php/Cheyenne_River_College_Cen
ter
Cheyenne River
44
http://www.olc.edu/local_links/education/docs/LWWSurvey
.pdf
LWW School
45
http://www.olc.edu/local_links/policymanual/Section_2029/20-000.php
Board of Trustees
46
Chapter Five - Criterion Two
INTEGRITY: ETHICAL AND RESPONSIBLE CONDUCT
Oglala Lakota College acts with integrity; its conduct is ethical and responsible.
Introduction
Oglala Lakota College operates within the ethical framework of its policies [Policy Manual,]
the ordinances of the Oglala Sioux Tribe, and U.S. laws. Its Policy and Procedures Manual
contains the rules and processes relating to the organization, its governing board, and its internal
and external constituencies.
Core Component 2.A.
Oglala Lakota College operates with integrity in its financial, academic, personnel, and
auxiliary functions; it establishes and follows fair and ethical policies and processes for its
governing board, administration, faculty, and staff.
OLC’s policies and procedures are collected in a Policies and Procedures Manual. The
Manual is available on the College’s public web site. It describes OLC compliance with this
core component. Briefly, OLC operates within its policies and procedures and these include
ethics, legal compliances, due process, faculty ownership of academic standards, appeals
processes, and annual audits. OLC is regularly monitored for compliance with regulations
dealing with financial aid, and for some academic programs like Nursing, Education, and Social
Work.
OLC‘s conflict of interest and whistle blower policies for staff and faculty were approved at
the January 2013 Board of Trustees meeting.
47
Core Component 2.B.
OLC presents itself clearly and completely to its students and to the public with regard to
its programs, requirements, faculty and staff, costs to students, control, and accreditation
relationships.
OLC presents itself clearly and completely to the public. It is a public institution of Higher
Learning, chartered by the Oglala Sioux Tribe. Statements made in documents such as the OLC
[Catalog 2012-2013], course schedules [Course Schedules], the [Student Handbook 2012-2013],
OLC’s web site [OLC], and the [policy manual], as well as in press releases, newsletters, radio
broadcasts, and other promotional materials and notices correspond to actual practice and do not
contain intentionally misleading or untrue information. Student costs are itemized in the college
catalog on pp. 21-22; the student handbook contains all policies that pertain to student
performance and status such as academic standing and financial aid requirements. Faculty and
staff are listed completely and their credentials presented correctly in the OLC catalog.
Relationships with the Higher Learning Commission and professional organizations are listed
correctly and stated on the OLC website.
Core Component 2.C.
The governing board of Oglala Lakota College is sufficiently autonomous to make
decisions in the best interest of Oglala Lakota College and to assure its integrity.
As a chartered organization of the Oglala Sioux Tribe, the College’s Board of Trustees (BOT)
conducts its duties and responsibilities within the powers imposed by Tribal Council Laws. OLC
Policy 20-000 [Board Operations] spells out the goals and objectives of the Board of Trustees
which demand attention to the college’s long term existence and the interests of internal and
external constituencies. As a cohesive body, the BOT acts as a separate entity from donors,
tribal, state and national elected officials and any commercial interests. The BOT delegates dayto-day management and leadership of OLC to the President, the Vice Presidents and the faculty.
48
2.C.1. The governing board’s deliberations reflect priorities to preserve and enhance Oglala
Lakota College
OLC’s Board of Trustees is aware of the importance of maintaining the physical, fiscal, and
human resources upon which the success of OLC is based. The decisions of the Board of
Trustees reflect commitment to continue to enhance the quality of the institution in the interest of
the welfare of Lakota people and the Oglala Sioux Tribe. The minutes of the Board of Trustees
are on line and can be found at BOT Minutes.
2.C.2. The governing board reviews and considers the reasonable and relevant interests of OLC’s
internal and external constituencies during its decision-making deliberations.
The Board of Trustees oversees all operations of the College, including policy, fiscal,
curricular, and personnel decisions to ensure decisions coincide with the college’s mission and
purposes and the interests of internal and external constituents. Board decisions enhance the
students’ and employees’ welfare.
2.C.3 The governing board preserves its independence from undue influence on the part of
donors, elected officials, ownership interests, or other external parties when such influence
would not be in the best interest of Oglala Lakota College.
Membership on the Board of Trustees [BOT Membership] according to the Oglala Sioux
Tribal Charter, Ordinance # 02-14 consists of thirteen (13) individuals: nine (9) members are
elected by the district he/she represents, one (1) member is appointed by the Oglala Sioux Tribe
(OST) Education Committee, one (1) member is appointed by the OST President, one (1)
member is elected by the Council of Elders, and one (1) member is a student elected by the
Student Senate. The College’s Board of Trustees is not beholden to any other entity, and
members can be recalled for cause according to the Tribal Charter.
OLC’s governing board preserves its independence from undue outside influence.
49
Donors do not influence OLC’s governing board nor is there any ownership interest or other
external party that exerts an influence on decision making processes at OLC.
Oglala Lakota College maintains a conflict of interest policy (20-008) [BOT Conflict of
Interest] for its BOT.
Policies 20-007 Code of Ethics [BOT Ethics Policy], and 20-008 Board of Trustees Conflict
of Interest stipulate the obligations of Board of Trustees members with regard to these
requirements. Each year, Board of Trustees members will sign a disclosure statement as to
whether they have any conflict of interest with anyone doing business with the College.
Sub Component 2.C.4. The governing board delegates day-to-day management of Oglala Lakota
College to the administration and expects the faculty to oversee academic matters.
According to policy 20-000 Board Operations – Internal Organization, the Board of Trustees
delegates the day-to-day management and leadership to the administration which, in turn
delegates work tasks to relevant personnel [Organization Chart]. The Board of Trustees operates
according to its mandate by the Oglala Sioux Tribal Council and the policies established by
OLC.
The Minutes of the Board of Trustees provide documentation of the oversight activities
of the BOT and the administration’s compliance to keep the BOT informed of activities and
other matters affecting the institution.
Academic and related matters generated for recommendation to the BOT originate with the
faculty and academic departments; they are considered by the Instructional Affairs Committee,
one of the standing committees of the Piya Wiconi Okolakiciye (PWO) [PWO Procedures], and
approved by the PWO. Initiatives from the Administration are referred to the appropriate
committee for consideration. All major curriculum and policy changes are voted on by the Piya
Wiconi Okolakiciye and then submitted to the President for presentation to the Board of
50
Trustees. Individual faculty members may propose new items to the Instructional Affairs
Committee for consideration. If the PWO wishes to bring a policy to the BOT despite the
president’s opposition, it may do so. For non-academic issues, the President may bring policy
changes directly to the Board of Trustees
Core Component 2.D.
OLC is committed to freedom of expression and the pursuit of truth in teaching and
learning.
OLC practices academic freedom according to policy 76-100 [Academic Freedom] and
prohibits [Plagiarism] according to policy 76-300 on academic dishonesty.
OLC maintains a standard syllabus for its courses, and there have been no complaints with
regard to interference in academic freedom.
Core Component 2.E.
Oglala Lakota College ensures that faculty, students, and staff acquire, discover, and apply
knowledge responsibly.
OLC has established a number of policies which demand responsible use of knowledge
whether in its acquisition, discovery or application.
2.E.1. OLC provides effective oversight and support services to ensure the integrity of research
and scholarly practice conducted by its faculty, staff, and students.
The College maintains an Institutional Review Board for research involving human or animal
subjects [policy 74-000 Institutional Review Board].
The Review Board minutes can be found at [IRB Minutes].
Most research is conducted by faculty members supervising student research in aid of grant
projects which are monitored by chairpersons, the VP for Instruction, and the VP for Business.
Grant funded research is also monitored. The College does conduct research as part of its
51
assessment program, for pedagogical purposes, and as joint activities within the College. All of
these activities are guided by policies and procedures.
2.E.2 Students are offered guidance in the ethical use of information resources.
OLC has an extensive set of Guidelines regarding Acceptable Use of Electronic Information
Resources (Policies 57-000, 67-700-2 and 86-100) and other materials. Students must sign a
statement indicating that they have read the policy and will abide by the guidelines. Policy 57000 [Electronic Information Resources], 67-700 [Acceptable Use], 67-700/2 [Acceptable Use
Exhibit], and 86-150 [Content Filtering] cover electronic information resources acceptable use
and general use policies that direct employee and student behavior. These policies are stated in
the Student Handbook. They can also be found on the OLC website and on course syllabi.
2.E.3. OLC has and enforces policies on academic honesty and integrity.
OLC or its faculty will not tolerate academic dishonesty and plagiarism. Academically
dishonest behavior is covered by policy 76-300 [Academic Dishonesty] and may lead to a
student being expelled or barred from taking further classes. Incidents of plagiarism have been
documented and referred to the Student Assistance Program Coordinator.
Summary
Strengths:
- OLC policies and procedures guide the college.
- OLC has remained independent from external influences.
- OLC has policies and procedures that assure that the governance structure includes
students, faculty, staff, and board members.
- OLC operates with integrity, commitment, and transparency.
Challenges:
- The wide dispersal and complexity of OLC programs, facilities and personnel make it an
ongoing challenge to assure consistent application of procedures and understanding of
policies.
- Reviews and continuous orientation of personnel need to be implemented more
systematically than they have been in the past.
52
Electronic Hyperlinks Chapter 5: Criterion Two
Page
URL
Hyperlink
47
http://www.olc.edu/local_links/policymanual/
Policy Manual
48
http://www.olc.edu/docs/Catalog_2012-2013.pdf
Catalog 2012-2013
48
http://www.olc.edu/schedules.php
Course Schedules
48
http://www.olc.edu/local_links/registrar/docs/student_handbook.
pdf
Student Handbook
2012-2013
48
http://www.olc.edu/local_links/policymanual/
Policy Manual,
49
http://www.olc.edu/local_links/bot/
BOT Minutes
49
http://www.olc.edu/local_links/bot/
BOT Membership
50
http://www.olc.edu/local_links/policymanual/Section_20-29/20008.php
BOT Conflict of
Interest
50
http://www.olc.edu/local_links/policymanual/Section_20-29/20007.php
BOT Ethics Policy
50
http://www.olc.edu/about/governance/docs/Organization_Chart.
pdf
Organization Chart
50
http://www.olc.edu/local_links/policymanual/Section_30-39/35000-1.php
PWO Procedures
51
http://www.olc.edu/local_links/policymanual/Section_7079/Pdf_Files/76-100.pdf
Academic Freedom
51
http://www.olc.edu/local_links/policymanual/Section_7079/Pdf_Files/76-300.pdf
Plagiarism
51
http://www.olc.edu/local_links/policymanual/Section_70-79/74000.php
Institutional Review
Board
51
http://www.olc.edu/local_links/committees/index.php?dir=Instit
utional_Review_Board/
IRB Minutes
52
http://www.olc.edu/local_links/policymanual/Section_50-59/57000-2.php
Electronic
Information
Resources
52
http://www.olc.edu/local_links/policymanual/Section_60-69/67700.php
Acceptable Use
52
http://www.olc.edu/local_links/policymanual/Section_60-69/67700-2.php
Acceptable Use
Exhibit,
52
http://www.olc.edu/local_links/policymanual/Section_80-89/86150.php
Content Filtering
52
http://www.olc.edu/local_links/policymanual/Section_70-79/76300.php
Academic
Dishonesty
53
CHAPTER SIX
Criterion Three: Teaching and Learning: Quality, Resources, and Support
The institution provides high quality education, wherever and however its offerings are
delivered.
Introduction
Oglala Lakota College offers high quality education for all classes and degree offerings. Most
of the College’s classes are delivered face to face. Between 8 and 12 classes per semester are
delivered online, and some classes are delivered via two-way television. All of these classes are
taught by qualified faculty who are evaluated by students, chairs, and directors of instructional
sites.
3.A. Oglala Lakota College’s degree programs are appropriate to higher education.
The College offers Certificate, Associate of Arts, Bachelors’ and Master’s degree programs,
all of which are appropriate to higher education. The degrees and certificates offered are listed
on page 27 of the 2012-2013 OLC Catalog [Catalog 2012-2013]. Oglala Lakota College has
been approved by the HLC to offer thirty (30) semester hours of graduate course credits per year
[OLC Statement of Accreditation Status]. In addition to the academic programs, OLC offers
vocational programs which lead to the Associate of Applied Science degree in General
Construction, Electrical Technology, Office Technology, and a new program in Automotive
Technology. One year certificates are offered in General Construction and Office Technology.
These vocational programs meet standard practices in these fields of post-secondary education.
The Certificates and degree programs meet general academic standards with regard to objectives,
content, and rigor as described under individual academic departments on the OLC Website and
the course descriptions following each departmental entry [Syllabi by Department].
54
In spring 2012, OLC began its review of the assumed practices of the recently passed HLC
Criteria for Accreditation. Some degree programs did not conform to the minimum program
length of 60 semester credits for associate’s degrees, 120 semester credit for bachelor’s degrees,
and 30 semester credits beyond the bachelor’s for master’s degrees (The New Criteria for
Accreditation, p.9, B. Teaching and Learning, 1. Programs, Courses, and Credits). Several of
OLC’s bachelor’s degrees required fewer than 120 credit hours: the BA degrees in Early
Childhood (Infant Toddler or Preschool Option, 111 credits; Birth-Preschool Option, 117
credits); the BA in English and Communication Studies and the BA in Social Science, 111
credits; and the BA in Lakota Studies, 112 credits. The Bachelor degree in Social Work required
only 99 credit hours. All of OLC’s programs now comply with HLC’s requirements.
The 2012-2013 College Catalog [OLC Catalog 2012-2013] reflects the changes in degree plans.
3.A.1. Courses and programs are current and require levels of performance by students
appropriate to the degree or certificate awarded.
The instructional programs offered by Oglala Lakota College are consistent with those of
other institutions of higher learning. They contain typical course work congruent with the
degree awarded and follow the Carnegie unit for credit hour allocation (policy 81-200).
Department chairs are charged with examining syllabi and assuring maintenance of standards
[College Credits Policy]. Policy 81-200 sets out the requirements for awarding college credits to
students. These requirements refer to class time and homework, demonstration of skills, and
other aspects of receiving college credit.
Expectations for performance are set out in course
syllabi found on the OLC website [Course Syllabi].
Oglala Lakota College operates on a semester system (policy 72-050 [Length of Semester].
55
Twelve (12) credit hours per semester are the minimum full-time course load for students, and a
minimum of thirty (30) resident hours must be earned from Oglala Lakota College for
consideration of awarding an associate degree or a bachelor degree [OLC Catalog 2012-2013,
pp. 12-13].
Academic departments are responsible for review of degree programs for relevance and
currency. Program reviews are conducted approximately every five years. New or revised
courses and degree programs are presented to the Instructional Affairs Committee, the Piya
Wiconi Okolakiciye Committee, [PWO Minutes], the Vice President for Instruction, the OLC
President, and the Board of Trustees.
Faculty sets standards for student learning according to college policy, and these are indicated
on course syllabi. Each faculty member grades his/her own classes as for all standard higher
education institutions and has academic freedom [PP76-200, Grading, Change of Grades].
Some departments reach consensus on course requirements, exit standards, texts, and assessment
tactics. In addition to general admission requirements, academic departments may have their
own requirements [Admission and Academic Departments].
The College encourages appropriate external disciplinary accreditation of departments to
assure currency and relevance of degree programs. The Bachelor of Social Work, Teacher
Education (Teacher Education], Master’s in Educational Administration, [Graduate Studies]
and Nursing programs are accredited or approved by state or professional agencies, and undergo
regular reviews by these external agencies. The most recent reviews are available in the team
resource room and on the OLC website.
3.A.2. Oglala Lakota College articulates and differentiates learning goals for its undergraduate,
graduate, post-baccalaureate, post-graduate, and certificate programs.
56
Certificate, bachelor’s, and graduate degree programs are articulated and differentiated in
terms of core requirements, program length, program content, learning goals for individual
courses, program outcomes, and requirements for graduation. Different policies and procedures
are followed for initiating a certificate [Certificate Procedure], baccalaureate [Course Curriculum
Development], or graduate program [Graduate Studies]. Each certificate, undergraduate, and
graduate program establishes goals and objectives for learning outcomes. Objectives for
learning outcomes at the course level are listed in the course syllabi. Department faculty also
develops matrices aligning degree outcomes and course learning opportunities.
3.A.3. Oglala Lakota College’s program quality and learning goals are consistent across all
modes of delivery and all locations (on the main campus, at additional locations, by distance
delivery, as dual credit, through contractual or consortial arrangements, or any other modality).
Each academic department at OLC determines the structure and content of its curricula.
Faculty work together to determine program mission, goals and objectives. These are reviewed
periodically to keep up with changes in fields of study.
OLC offers most of its courses through face-to-face classroom instruction. A few classes are
offered through on line, remote viewing in real time, and Departments sometimes offer
independent studies. The learning outcomes remain the same for each course and are determined
by full-time faculty. Training in the use of the Moodle platform, and the pic-tel system is
required for those using these course delivery techniques. OLC has increased its percentage of
courses taught by full-time faculty beyond that of most colleges, particularly community
colleges. Adjunct faculty members follow the learning outcomes, text selection, and standards of
departments. Classroom evaluations of all faculty by chairpersons is a feature of the quality
control effort at OLC (evaluations are available in department and division files).
57
3.B. Oglala Lakota College demonstrates that the exercise of intellectual inquiry and the
acquisition, application, and integration of broad learning and skills are integral to its
educational programs.
Intellectual inquiry, broad learning and higher education skills development are provided in
three curriculum areas: general education, courses required for each major, and the Lakota
Studies requirements for all students. General Education has established goals and objectives in
six areas of learning [General Education Goals].
OLC became a member of the HLC Assessment Academy in 2011 [Assessment Academy].
The College chose General Education [Assessment Academy Project] as its project. Assessment
results have indicated that OLC students score between 3 and 8 points lower than national scores
on the Educational Testing Service (ETS) Proficiency Profile (PP) test. OLC students take the
PP test after completing OLC’s general and Lakota Studies course requirements. Faculty has
determined that the breadth of learning needs attention. More emphasis needs to be placed on
intellectual inquiry in the major courses. As part of the College general studies core, OLC
requires the following credits in Lakota Studies: fifteen credits for Baccalaureate degrees, nine
credits for Associate degrees, and six credit hours for Associate of Applied Science degrees.
Social Work, Business, and Lakota Studies provide integrated curricula with internships or
practicums. Math and Sciences combines hands-on field and lab work with classroom learning
and requires integrated student presentations. Detailed descriptions of programs can be found in
the OLC Catalog 2012-2013 pages 39-142. Course descriptions follow department entries.
3.B.1. The general education program is appropriate to the mission, educational offerings, and
degree levels of Oglala Lakota College.
General Education at Oglala Lakota College is particularly rich. It includes meeting the
standards of traditional United States distribution in the areas of English, Mathematics, Social
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Sciences, Computer Science, Humanities and Science (27 credit hours for bachelors degrees, 21
for associate degrees, and 15 for Applied Science associate degrees). In addition, each graduate
of OLC is required to take courses in Lakota Studies (15, 9, and 6 credits depending on degree
level) which include history, language, and culture plus additional credits usually related to
student majors [OLC Catalog 2012-2013, p. 36]. Many of the Lakota Studies courses would be
counted in the general education total at most colleges. These requirements clearly meet the
philosophy of general education intentions of higher education as reflected by HLC and, through
Lakota Studies, they fulfill the cultural enhancement aspect of OLC’s mission—the Lakota
Perspective. OLC’s Assessment Academy project should assist the college in assessing the
effectiveness of general education and in articulating it.
3.B.2. Oglala Lakota College articulates the purposes, content, and intended learning outcomes
of its undergraduate general education requirements. The program of general education is
grounded in a philosophy or framework developed by Oglala Lakota College or adopted from an
established framework. It imparts broad knowledge and intellectual concepts to students and
develops skills and attitudes that Oglala Lakota College believes every college-educated person
should possess.
Current purposes and content, as well as intended learning outcomes for OLC’s
undergraduate general education requirements are specified on the College’s website [OLC
Catalog 2012-2013]. The intent is to graduate students with a solid foundation in basic skills, a
broadly based understanding of the major disciplines of higher education, and a general
knowledge of Lakota language, culture, and history. The College believes that an educated
person should have knowledge of his/her traditional culture, be capable of functioning
effectively in a national and international context, and understand the challenges of intellectual
inquiry. OLC’s Philosophy of General Education and Learning Outcomes Goals are stated in
PP70-230 [Gen. Ed. Philosophy and Outcome Goals].
59
3.B.3. Every degree program offered by Oglala Lakota College engages students in collecting,
analyzing, and communicating information; in mastering modes of inquiry or creative work; and
in developing skills adaptable to changing environments.
Oglala Lakota College encourages and supports scholarship, creative work, the discovery of
new knowledge, and the rediscovery and enhancement of cultural knowledge lost as a result of
past colonization. The College promotes faculty and appropriate student research in each
department, while focusing on reservation needs and priorities. Indicators of OLC successes in
these areas include student presentations at national and regional conferences like the American
Indian Higher Education Consortium (AIHEC) Annual Conference, American Indian Science
and Engineering Society (AISES) conferences, and NSF and NASA sponsored conferences.
Required projects for all graduate students include community based research. The Math and
Science Department has adopted a constructivist philosophy of classroom/field/lab teaching and
employs numerous student interns through grant research projects which often include
collaboration with students and faculty from other institutions and presentations of research
results. The Lakota Studies Department offers students the opportunity to take part in American
Indian culture and language projects and presentations. The Math and Science Department has
frequent open-to-the-public colloquia in which students and faculty present research findings.
Graduate students participate in colloquia as an integral part of their programs.
Departments and the college as a whole sponsor various presentations, including art shows
and academic contests, throughout the year. The Learning Resource Center sponsors various
colloquia, including tribal election candidates. OLC provides funding to students and faculty for
extra classroom activities. Examples of various research projects and activities are available in
the team room. Syllabi provide evidence of classroom activities [Course Syllabi]. The college
60
newsletter and other media feature research and other scholarly and creative activities of both
students and faculty.
Faculty members work individually and collaboratively on research projects designed to
improve pedagogy and learning by students. Although teaching is OLC’s main focus, several
faculty secure research grants, publish research and creative results, participate in cultural
presentations, and interact with colleagues at other institutions. OLC encourages and provides
assistance through faculty development funding and by sponsoring activities throughout the year.
3.B.4. The education offered by Oglala Lakota College recognizes the human and cultural
diversity of the world in which students live and work.
OLC offers a curriculum that embraces simultaneously the larger American society’s
approach to higher education and the language, culture and history of Oglala Lakota people.
This combination requires student learning within two diverse societies. OLC students are also
familiarized with the cultures and focuses of colonized peoples throughout the world. Our
students are taught by faculty from other cultures, including non-American cultures as well as by
Native Americans. Students also interact with those from other colleges and universities. The
effect is that OLC students probably have more in-depth exposure to human and cultural
diversity than average students from mainstream American higher education. Older students
willingly share their life experiences with younger students, which enriches both groups.
OLC exhibits considerable achievements in familiarizing students with a diverse world. The
Self-Study process identified this continuing attention to learning needs to expand student grasp
of global geography, political systems, cultures, and nationally and internationally prominent
writers.
3.B.5. The faculty and students contribute to scholarship, creative work, and the discovery of
knowledge to the extent appropriate to their programs and Oglala Lakota College’s mission.
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These types of contributions are described above but see also: [Undergraduate research at
OLC] and [OLC Center for Science and Technology].
3.C. Oglala Lakota College has the faculty and staff needed for effective, high-quality
programs and student services.
Oglala Lakota College has the faculty and staff sufficient to deliver effective and high-quality
programs and student services.
For staff qualifications, see table under 3.C.6.
3.C.1. Oglala Lakota College has sufficient numbers and continuity of faculty members to
carry out both the classroom and the non-classroom roles of faculty, including oversight of the
curriculum and expectations for student performance; establishment of academic credentials for
instructional staff; involvement in assessment of student learning.
The duties of OLC faculty members are set out in policy 61-310 [Full-Time Faculty Job
Duties].
Faculty has a contract of 20 pay periods for the fall and spring semesters. Summer teaching
or research is optional, if available. The standard faculty load is 15 credits per semester with one
preparation, 12 credits per semester with two and three preparations. Office hours are required at
the center where a course is taught. On Fridays, faculty performs service duties such as
committee work and departmental tasks at Piya Wiconi. [PPM 61-310, B. Standard Load].
62
Table 4 - Teaching Sections Assigned to Full-Time and Adjunct Faculty
Total Number of
Sections Offered
Number & Percent of Sections Taught by Faculty
Semester
Full-time
Adjunct
Staff
Number
Percent
Number
Percent
Number
Percent
Number
Percent
Fa 2008
244
54.3%
150
33.4%
55
12.3%
449
100%
Sp 2009
278
55.6%
166
33.2%
56
11.2%
500
100%
Fa 2009
285
57.7%
158
32.0%
51
10.3%
494
100%
Sp. 2010
287
55.8%
152
29.6%
75
14.6%
514
100%
Fa 2010
306
67.7%
95
21.0%
51
11.3%
452
100%
Sp 2011
322
62.4%
132
25.6%
62
12.0%
516
100%
Fa 2011
313
64.7%
114
23.5%
57
11.8%
484
100%
Sp 2012
344
67.7%
111
21.9%
53
10.4%
508
100%
Fa 2012
300
69.7%
87
20.2%
43
10.0%
430
100%
Source: OLC Jenzabar Database
OLC has been able to increase full-time faculty from fifty-three (53) in AY 2002-2003 to
sixty-four (64) faculty members in AY 2011-2012. The increase has allowed almost 70% of
courses to be taught by full-time faculty members.
Faculty participation in the faculty hiring process as provided for in policy 61-300 [Faculty
Screening] and attendant procedures in 61-300-1 [Faculty Screening Procedures] . All faculty
members are involved in the assessment of student learning within their department. Academic
departments provide minutes and assessment plans to evidence this involvement.
Curriculum additions and changes follow policy 70-200 [Curriculum Development].
Curriculum changes may originate from the community, faculty, academic chairpersons, the
Vice President for Instruction, the College President, or the Piya Wiconi Okolakiciye but the
appropriate faculty processes the changes. A detailed process is laid out in the Procedures PPM
70-200-1 [Curriculum Development Process].
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Departmental assessment plans are developed by department faculty. Departments use a
variety of direct and indirect assessment measures, as described under Criterion four.
3.C.2. All instructors are appropriately credentialed, including those in dual credit,
contractual, and consortial programs.
Table 5
Number and Qualifications of Faculty Academic Year 2012-2013
Ph.D. and
Master
Bachelor
Known
Expertise*
Total
Degree
Associate
Degree
Equivalent
Degree
Fulltime
13
Adjunct
Total
Average Years
43
10
0
1
67
6 ½ years
5
48
35
3
4
95
18
91
45
3
5
3 or more
semesters
of Service
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*Known expertise includes Lakota Studies faculty with community recognized knowledge of Oglala culture and languages. The
Lakota Studies Department approves faculty in this category.
Source: OLC Human Resources Office
All full-time and adjunct faculty have appropriate teaching credentials. The monitoring
process is described under policy and procedure 61-300-1 [Full-time Faculty Screening and
Hiring] and [Adjunct Hiring and Teaching Assignments]. Personnel records for full-time faculty
are maintained in the Human Resources office. The Vice President for Instruction maintains
files for full-time and adjunct faculty containing transcripts and curriculum vitae.
OLC does not have contractual or consortial instructional programs.
3.C.3. Instructors are evaluated regularly in accordance with established institutional policies and
procedures.
All faculty members are evaluated regularly in accordance with established policies and
procedures [PPM 76-530-1 Faculty Evaluation].
Department Chairs observe and evaluate instructors once every academic year. In addition,
students evaluate their instructors each semester. Classroom observation forms are maintained in
the office of the Vice President for Instruction and in the academic departments. In fall 2012,
only about 65% of students submitted online faculty evaluations. Current efforts are focused on
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increasing the percentage of student responses. The evaluations submitted correlate well with
national evaluations using the Perseus instrument. Results have been compiled and distributed
to department chairpersons.
Renewal of faculty contracts is based on the combined evaluation of department chairs,
directors of instructional sites, and students. Recommendations for contract renewals are
submitted to the personnel office and approved by the Vice President for Instruction, the OLC
President, and the Board of Trustees (BOT). Part of the evaluation of faculty hinges on the
faculty Development Plan and its annual review, as will be discussed below.
In 2008, OLC developed a process to allow faculty to obtain multi-year contracts. The
process is based on the submission of faculty development documents which are evaluated by the
Faculty Peer Review Committee. The Peer Review Committee is developing a Handbook and
the minutes are located at Peer Review Committee.
3.C.4. Oglala Lakota College has processes and resources for assuring that instructors are current
in their disciplines and adept in their teaching roles; it supports their professional development.
OLC supports faculty professional development though in-service and other training. It also
budgets for faculty development. The Faculty Development Committee is charged with
receiving supervisor-supported requests and approving/disapproving requests from faculty
members. OLC notes that we need to track faculty development more systematically in order to
meet the goals of maintaining faculty competencies, expanding knowledge, serving
communities, and rewarding faculty achievements.
Over the past three years, eight faculty members have been supported in doctoral studies; two
have completed master’s degrees. Some departments, Nursing and Math and Science in
particular, utilize grants to support additional professional development activities which
complement Title III and other college funds.
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Faculty Development activities also include those provided by the institution for faculty and
staff as a whole. In-service, expert consultants, pedagogy techniques, participation in HLC
conferences, and other college-wide activities provide developmental opportunities.
Individually, faculty members participate in professional organizations and present papers and
publish. The college provides funds for professional travel. Other faculty development includes
tuition and fees for graduate work and completion of degrees.
We have steadily added to resources for faculty development and teaching through the years.
The Woksape Tipi Library and Archives has added online resources, the Internet is available to
all college students and staff, and the science and nursing programs have new lab facilities and
equipment. Access to research materials has grown by adding numerous databases which allow
downloads of full-length articles, such as JStor.
3.C.5. Instructors are accessible for student inquiry.
Instructors are available to students before and after class. They also provide contact
information on their syllabi. According to Policy 61-310, [Faculty Job Duties], under 5. “faculty
members are expected to keep office hours a minimum of one hour per week, per course in the
district where the course is taught.” The directors and staff of instructional sites report that in
fall 2012, instructors are available to students at the location where they teach before and after
class. Typically faculty is available 30 minutes before and 30 minutes after each class and
extend this pattern as needed.
In addition to face to face contact, student and instructors communicate extensively by phone
and e-mails.
3.C.6. Staff members providing student support services, such as tutoring, financial aid advising,
academic advising, and co-curricular activities, are appropriately qualified, trained, and
supported in their professional development.
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The following table summarizes the qualifications of support staff.
Table 6 2011-2012 Qualifications of Support Staff
Employee Category*
MA
BA/BS
AA
High
Total
School***
Directors
2
9
0
0
11
Counselors*
2
15
2
0
19
Basic Literacy Tutors*
1
5
2
0
8
Student Support Services (TRIO)
0
3
0
0
3
Financial Aid Office
0
3
1
0
4
Registrar’s Office
0
3
0
1
4
Student billing
0
0
2
0
2
Business Office**
1
2
0
2
5
6
40
7
3
56
Total
*One counselor and one tutor are male.
**Vacancies are not included. ***Clerical positions.
Source: OLC Human Resources Office
The Registrar and the Student Support Services Director keep records of all training that is
provided for their staff.
The student services staff at OLC has degrees, many received from OLC, that are appropriate
to their positions. The Registrar and Financial Aid Director coordinate training programming for
District Staff and the staff located at Piya Wiconi. Records of the various training activities,
including attendance and presenters, are available from the two administrators. Meetings to
provide regulations and procedures are held at Piya Wiconi for district staff. Both the Registrar
and Financial Aid Director participate in professional workshops and meetings, and they
maintain detailed records of all these activities. Trainers from various agencies conduct
workshops on regulations and procedures.
3.D. Oglala Lakota College provides support for student learning and effective teaching.
OLC maintains a General Education Diploma (G.E.D.) program to enable individuals to
attend college and has graduated 348 students from 2002 to 2012. Once a student has decided to
67
attend college, he/she takes a placement test to determine which courses are appropriate to
his/her skill level. OLC offers a sequence of developmental courses consisting of six credits in
Math and six credits in English. Students also receive financial assistance and 50% institutional
support to buy laptops with a one-year warranty. The College technical team provides technical
support as needed via e-mail or telephone and computer hardware services during off-duty hours.
Expanding learning resources databases are available to both students and faculty. OLC has
recently acquired sufficient band width to allow for polycom communication and conferencing.
The College provides significant financial assistance to its students in the form of Pell grants,
Federal Supplemental grants, Federal Work Study, and numerous scholarship programs with
varying eligibility requirements. Scholarship funds are provided through individual donors and
OLC’s endowment fund, and through special grants designated for supporting students
financially [Student Handbook 2012-2013, p. 14]. The total amount of scholarships disbursed to
students in FY 2012 is estimated to be $2,482,000.
3.D.1. Oglala Lakota College provides student support services suited to the needs of its student
populations.
Oglala Lakota College has been built to provide a wide array of student support services. The
key innovation from the very beginning was setting up an Instructional Center in each of the
population centers/tribal political districts of the Pine Ridge Reservation. OLC is a commuter
college with the faculty doing most of the commuting to teach classes close to students’
residences. In 40 years of student interviews, the fact that students could complete a degree
without leaving home and family has been the most consistent theme.
In addition to providing classes, each Instructional Center has a Center Director, Counselor
and Tutor as well as computers for student use, Internet access and a branch library of the
Woksape Tipi Learning Resources Center. Students have access to the Centers from 8:30 AM to
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8:30 PM from Monday through Thursday and 8:30 AM to 5 PM on Friday. Centers can also be
open for study sessions based on student need. The Center Directors provide for class scheduling
that meets student needs. The Counselors provide financial aid and academic advising through
45 credits. They are also available to monitor student attendance and progress and provide
referral for students needing special services from financial literacy and housing to substance
abuse help. Once students reach 45 Credits, they are assigned an Academic Advisor from the
faculty in their chosen major. OLC has a Student Organization which provides a social and
governance opportunity for students. In addition to Counselors at each Center, the Registrar and
Financial Aid staff at Piya Wiconi is always available to students.
The Foundational Studies Department, which is discussed more in depth in other sections, and
its faculty are a major support service assisting students to attain skill levels necessary for
college level work. The Bookstore is located at Piya Wiconi but transports books to each
Instructional Center each semester. We have also experimented with student residences in Pine
Ridge and Kyle and have provided a Nursing Student Residence in Pine Ridge. This is
important because the Nursing Students need to be at the Nursing Instruction Building at least 4
days a week for classes and clinical work, and some students come from as far as 90 miles away.
Since a vast majority of OLC students are First Generation and Low Income, OLC has operated
a Department of Education TRIO Student Support Services Program since 1993. It provides
services that include peer mentoring, tutoring, academic workshops, individual responsibility
contracts, and educational action planning to 200 students at 6 Instruction Centers.
The Student Support Services (SSS) staff works cooperatively with the Center staff to provide
the needed services for participants. The SSS program has averaged a 71% retention rate for all
participants over the last four years. Freshmen participants with financial need receiving Grant
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Aid average an 89% return rate for the following fall semester after completing an academic year
successfully. Participants remain in good academic standing at an average of 79% from year to
year. The graduation rate has averaged 14% over the last four years. The average GPA for all
participants is 2.88. The SSS program also assists with coordination of the OLC funded tutoring
component which is available to all Oglala Lakota College students.
3.D.2. Oglala Lakota College provides for learning support and preparatory instruction to
address the academic needs of its students. It has a process for directing entering students to
courses and programs for which the students are adequately prepared.
Oglala Lakota College has wrestled with the issues of student preparation since its inception.
We have instituted numerous changes in our approach over the decades. A combination of
assessment and OLC financial resources has led to major changes in learning support and
preparatory instruction since the last HLC comprehensive visit.
We have developed and funded a Foundational Studies Department, provided substantial
scholarship support for students in developmental courses, added a laboratory for students to
supplement classroom work, increased testing, and raised standards for enrollment in college
level courses.
OLC has raised its admission requirement for college level courses to a tenth grade reading
level. We then provide financial assistance from scholarship funds for students who do not, at
first, have this level. All developmental courses have exit level requirements. We track the
achievements of this comprehensive approach. Results of these changes over the past decade
are encouraging. They demonstrate that OLC has more students moving on to college level and
graduation than comparable colleges that serve predominantly minority students, including the
mean levels for all tribal colleges.
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One of the enduring academic issues at all tribal colleges is that a large number of their
students enter college deficient in skills, yet OLC is an open admission college. OLC students
are older (more than 50% over 25), many have families, and often find the demands of distance,
weather, and college culture difficult to negotiate. Reservation schools reflect the skills
deficiencies common for a majority of minority students throughout the United States.
Throughout the years, OLC has tried various approaches to serve the needs of our students
and graduate college level learners. Until the past decade or so, our funding did not allow the
concentration and scale of resources necessary to meet these needs. Thanks to prudent financial
management and effective grant writing, OLC has been able to make a commitment to
developmental preparation as never before.
We began with no developmental courses, moved to a few, and then as far back as 1985, we
arrayed several levels of remedial courses in writing, reading, and mathematics. After various
experiments and weighing assessment results, both formal and informal, OLC’s Board of
Trustees accepted the president’s recommendation that more was needed.
OLC created the Foundational Studies Department in 2005. It supervises placement testing
using the College Board instrument, Accuplacer. Before students can enter college level courses
they must reach a grade equivalent level of 10.1 in reading. 67.3% of entering students take
foundational courses to meet the new requirements. Students are allowed to take some college
courses like Lakota Music and Dance or language where the academic skills are not as crucial,
but must achieve the exit standard before advancing to other courses.
A critical question is how students perform in the transition from developmental classes to the
crucial college level classes, English 103 and Math 103. Between fall 2008 and spring 2011
inclusive, a total of 358 students have passed Reading and Writing (RW) 093; of these, 301
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students enrolled in English 103 in the same time period. The following tables show the success
rate for students who enrolled in English 103 after having completed RW 093 and in Math 103
after having completed Math 093.
Table 7 - Success in English 103 after Completing Reading and Writing 093
Students Who
Passed RW 093
from FA 2008 to
SP 2012
358
Students Who
Students Who
Enrolled in
Withdrew After
English 103 from Enrollment
FA 2008 to SP
2012
301
84
Failed
Passed
29
188
Table 8 - Success in Math 103 after Completing Math 093
Students Who
Passed Math
093 from FA
2008 to SP
2012
635
Students Who
Enrolled in Math
103 from FA
2008 to SP 2012
546
Students Who
Withdrew After
Enrollment
277
Failed
109
Passed
160
A higher proportion of students pass the college level English class (86.6% of completers)
than the college level Math class (59.5% of completers).
Students may repeat Foundational Studies courses once. If the student still cannot achieve a
passing Accuplacer score, he/she is advised to work in the English or Math Labs which were
piloted in spring 2012 and implemented in fall 2012. Initial indications are that students are
visibly more engaged in the remedial lab course work than they were in classes with traditional
teacher led instruction. On the other hand, many students do not complete their homework
assignments. One post-remediation problem is that students often do not enroll in the next level
of English or Mathematics immediately. Time gaps between courses contribute to continuing
difficulties for students. Counselors and advisors will continue to emphasize continuity but
72
student reluctance, especially in mathematics, is difficult to overcome. OLC will continue to
monitor the labs and adjust accordingly.
Counselors and faculty advisors have some flexibility for student placement.
For instance,
the Accuplacer score can be combined with counselor or faculty judgment. OLC does not charge
tuition for repeating foundational courses. OLC will assess the results of the changes that have
been instituted.
3.D.3. Oglala Lakota College provides academic advising suited to its programs and the needs of
its students.
Most students enter OLC at one of the district centers where placement tests and advising are
conducted by the staff. Emphasis is on completing general education requirements, and most
students are able to do this at their local center. Gas vouchers are available for students who
need to travel for courses. Gateway courses have been established for several majors. After a
student completes 45 credits, application for admission to a major is completed; if accepted, the
student is then assigned a faculty major advisor. Department chairs and/or faculty review all
applications, advise students and review graduation applications.
3.D.4. Oglala Lakota College provides to students and instructors the infrastructure and
resources necessary to support effective teaching and learning (technological infrastructure,
scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections,
as appropriate to Oglala Lakota College’s offerings).
OLC provides computer labs and laptops and network connectivity at every instructional site.
Every instructional site has a portable lab with lap top computers for classroom use. Smart TVs
are available at each instructional site. Recently, the College acquired Polycom connection,
allowing multi-site conferencing. OLC also uses Picture-Tel technology for multi-sites
transmission of course content and virtual campus for on-line course delivery. Only upper level
courses may be offered online, and faculty must complete a training course before being allowed
73
to teach online courses. The Social Work department conducts department meetings via Skype
to reduce traveling. Internet access and Wi-Fi are available in all locations. The Woksape Tipi
Library has significantly expanded its online databases by adding high power repositories of
professional literature. Peer reviewed scientific journal access still needs to be expanded.
Each college instructional site houses an Internet ready computer lab. Students, faculty, and
staff have access to the college’s website and secure access to e-mail and student records via
Jenzabar and Reference Web, a database developed in-house, which provides user friendly
access to student, course, and faculty data. Faculty members use laptops and projectors for
classroom instruction. Students are also able to purchase reduced price computers through the
Student Laptop Program.
The Math & Science Department has been able to use grant funds to build and maintain
extensive scientific labs at Piya Wiconi as well as the mobile classrooms in the centers. The
Nursing Department has state of the art instructional technology onsite and in clinical settings.
OLC maintains a museum to illustrate Lakota history and showcase the Summer Artist Series.
College and tribal archives are housed at Piya Wiconi. The new multi-purpose building offers
performances, lectures, and sporting events.
The faculty and staff are surveyed for suggestions on needs in technology and educational
equipment, and updating occurs as funding is available from both grants and a line item in the
budget. Training sessions for faculty and staff are offered.
3.D.5. Oglala Lakota College provides to students guidance in the effective use of research and
information resources.
Oglala Lakota College has Electronic Information Resources Acceptable Use Guidelines at
PPM57-000-2: http://www.olc.edu/local_links/policymanual/Section_50-59/57-000-2.php. These
guidelines are comprehensive and are binding for students and employees. Faculty members are
74
responsible for monitoring student use of resources as they always have been. Several of the
majors require research methods courses. OLC’s student handbook describes responsible use
and consequences for irresponsible use.
3.E. Oglala Lakota College fulfills the claims it makes for an enriched educational
environment.
OLC aims to act according to Lakota values and customs in its interpersonal relations and
organizational structure. We model this way of life. Course syllabi include ways to address the
Lakota perspective, and OLC requires 15 credit hours of Lakota Studies in its Baccalaureate
degrees, including Lakota language, culture and history. Non-native faculty and staff are
encouraged to take Lakota Studies courses as part of faculty/staff development. OLC meets its
promise for individual care with small classes, accessible faculty, and center staff who live in the
communities where they work.
Since the completion of the multi-purpose building, OLC has been able to provide a venue for
sports events. Full-time students may participate in the Athletics program which consists of
basketball tournaments and an archery program.
3.E.1. Co-curricular programs are suited to Oglala Lakota College’s mission and contribute to
the educational experience of its students.
Oglala Lakota College exists in a multi-community setting that has many organizations and
activities which complement the curriculum. Our average student is non-traditional and
therefore immersed in activities within her/his community. Cultural activities, school events,
religious involvement, local sports, and the sheer effort to maintain family take up a great deal of
their time. Decentralized delivery of services means, in part, a reinforcement of students’
community centered life. OLC’s centers participate to the degree that student organizations and
75
staff choose. In addition, OLC does facilitate reservation-wide activities that involve students in
common efforts of co-curricular activity.
A major event for students and staff is the annual meeting of the American Indian Higher
Education Consortium Student Conference [AIHEC]. The various activities and competitions
are listed on this organization’s website.
OLC devotes a portion of its budget to supporting student participation, academic and athletic
competitions, and cultural activities such as the Hand game tournament. OLC has male and
female basketball teams which compete within an AIHEC based series of games on and off the
reservation. We have a loosely organized intramural athletic program too. OLC students have
participated in a theater production of “Black Elk Speaks,” short plays at the AIHEC Student
Conference, and competitions. Many students travel to present their research and to learn from
others.
The Wazi Paha Oyate Festival and the college graduation and Wacipi are college-sponsored
reservation-wide co-curricular activities. These are continuous commitments to Lakota cultural
enhancement.
Each center has an elected student organization. These organizations focus on co-curricular
activities appropriate to their districts. An elected college-wide student government represents
all students as is the case with student senates at more traditionally organized colleges. Its
President sits on the Board of Trustees.
Among other activities, instructional sites provide a great variety of informative workshops to
their communities. The workshops range from animal care to community clean-up, to all aspects
of physical wellness including CPR/First Aid, suicide prevention, Hantavirus, housing
maintenance, emergency preparedness, flu shots, immunizations, use of exercise equipment,
76
wellness lectures, diabetic screening, and cancer awareness. They also offer workshops in
financial literacy, voter registration, and more. Students who have to travel to classes at other
sites receive gas vouchers.
3.E.2. Oglala Lakota College demonstrates any claims it makes about contributions to its
students’ educational experience by virtue of aspects of its mission, such as research, community
engagement, service learning, religious or spiritual purpose, and economic development.
As discussed above, Oglala Lakota College is committed to the enhancement of Lakota culture
through activities in curricular and co-curricular activities. Our efforts in the category of
“spiritual purpose” are embedded in OLC. We do not require students to adhere to a particular
belief system, but we do require that all of our students learn about Lakota language, history,
culture, and current events. This approach is similar to that of mainstream institutions that were
founded by particular religions but that do not insist on a canon of religious observance and
belief.
Service learning is a consistent part of most of the curricula at OLC. For instance, the
Graduate Department requires an extensive commitment by students in terms of their capstone
project. Recent science and research grants have incorporated service learning into their goals
and outcomes. Community engagement is exemplified through projects organized by district
student organizations, OLC sponsored cultural activities like the Wazi Paha Oyate Festival, and
by providing library services reservation wide. In 2011, our vocational education programs have
built safe houses in two of the reservation districts and helped renovate a condemned Senior
Center. The Math and Science department maintains facilities where effective research can be
conducted by students and faculty. Several departments require internships of their majors.
Civic engagement projects have sponsored youth recreation activities in each district coordinated
by students and community members in 2011.
77
Summary
Strength:
-
We have made major changes in approaches to student preparation for college level
courses and provided substantial funding for the changes made since 2003. OLC’s
Strategic Plan reflects support for these changes.
-
Requiring a tenth grade reading level for admission to college level courses.
-
OLC provides significant support to its students, both academically and financially;
scholarship distributions and other rewards are substantial.
-
Student engagement in research and in community activities enhance the learning
environment and are a consistent part of OLC’s commitment.
-
OLC’s commitment to the Lakota Perspective in all of its formal and informal classes and
activities demonstrate to the community that OLC is meeting its mission.
-
OLC’s infrastructure allows flexibility in service delivery, and student learning is
enhanced despite the distances and isolation.
Challenges:
-
Maintaining and assessing the emphasis on developmental education will remain a key to
effectively fulfilling the Oglala Lakota College mission.
-
Faculty and staff development needs to be systematized after a review of relevant
policies, procedures, and needs.
-
Adaptations of technology to effective teaching need to be consistently sought.
-
Recent changes in advising and foundational studies need to be monitored for
effectiveness.
-
Number of overloads by full-time faculty need to be monitored.
Electronic Hyperlinks Chapter 6: Criterion Three
page
URL
Hyperlink
54
http://www.olc.edu/docs/Catalog_2012-2013.pdf
Catalog 2012-2013
54
http://www.ncahlc.org/component/com_directory/Action,ShowBasic/
Itemid,/instid,1970/
Statement of
Accreditation Status
54
http://www.olc.edu/
OLC Website
78
54
http://www.olc.edu/~wwhitedress/webfolder/index.php?dir=Syllabus
Syllabi by
Department.
55
http://www.olc.edu/docs/Catalog_2012-2013.pdf
OLC Catalog 20122013
55
http://www.olc.edu/local_links/policymanual/Section_80-89/81200.php
College Credits
Policy
55
http://www.olc.edu/~wwhitedress/webfolder/index.php?dir=Syllabus/ Course Syllabi
55
http://www.olc.edu/local_links/policymanual/Section_70-79/72-050.php
Length of Semester
56
http://www.olc.edu/docs/Catalog_2012-2013.pdf
OLC Catalog 20122013
56
http://www.olc.edu/local_links/committees/index.php?dir=Instructio
nal/
Instructional Affairs
Committee
56
http://www.olc.edu/local_links/committees/index.php?dir=Piya_Wic
oni_Okolakiciye/
PWO Minutes
56
http://www.olc.edu/local_links/policymanual/Section_70-79/76200.php
Grading, Change of
Grades
56
http://www.olc.edu/local_links/policymanual/Section_80-89/80000.php
Admission
56
http://www.olc.edu/departments.php
Academic
Departments
56
http://www.olc.edu/local_links/socialwork/
Social Work
56
http://www.olc.edu/local_links/education/
Teacher Education
56
http://www.olc.edu/local_links/grad_studies/
Graduate Studies
56
http://www.olc.edu/local_links/nursing/
Nursing
57
http://www.olc.edu/local_links/policymanual/Section_70-79/70-7201.php
Certificate
Procedure
57
http://www.olc.edu/local_links/policymanual/Section_70-79/70200.php
Course Curriculum
Development
57
http://www.olc.edu/local_links/grad_studies/
Graduate Studies
57
http://moo.olc.edu/
Moodle
58
http://www.olc.edu/docs/Catalog_2012-2013.pdf
General Education
Goals
58
http://www.olc.edu/local_links/assessment/academy/index.html
Assessment
Academy
58
http://www.olc.edu/local_links/assessment/academy/
Assessment
Academy Project
59
OLC Catalog 2012-2013
OLC Catalog 2012-2013
79
59
http://www.olc.edu/local_links/policymanual/Section_70-79/70250.php
Gen. Ed. Philosophy
and Outcome Goals
60
http://www.olc.edu/syllabus/
Course Syllabi
62
http://www.research.gov/researchportal/appmanager/base/desktop;jsessionid=sc4GQwtShzjqTJ2ppRN
rRcG68RQdD2nxwSNSm4WdCTHs4yH2kbm6!-1293218200!238258245?_nfpb=true&_windowLabel=Header_1
Undergraduate
Research at OLC
62
http://www.olc.edu/local_links/smet/activities/lcst.php
OLC Center for
Science and
Technology.
62
http://www.olc.edu/local_links/policymanual/Section_60-69/61310.php
Full-Time Faculty
Job Duties
62
http://www.olc.edu/local_links/policymanual/Section_60-69/61310.php
PPM 61-310, B.
Standard Load
63
http://www.olc.edu/local_links/policymanual/Section_60-69/61300.php
Faculty Screening
63
http://www.olc.edu/local_links/policymanual/Section_60-69/61-3001.php
Faculty Screening
Procedures
63
http://www.olc.edu/local_links/policymanual/Section_70-79/70200.php
Curriculum
Development
63
http://www.olc.edu/local_links/policymanual/Section_70-79/70-2001.php
Curriculum
Development
Process
64
http://www.olc.edu/local_links/policymanual/Section_60-69/61300.php
Full-time Faculty
Screening and
Hiring
64
http://www.olc.edu/local_links/policymanual/Section_60-69/61350.php
Adjunct Hiring and
Teaching
Assignments
64
http://www.olc.edu/local_links/policymanual/Section_70-79/76530.php
Faculty Evaluation
65
http://www.olc.edu/local_links/committees/index.php?dir=Faculty_P
eer_Review/2012/
Peer Review
Committee
66
http://www.olc.edu/local_links/policymanual/Section_60-69/61310.php
Faculty Job Duties
68
http://www.olc.edu/local_links/registrar/docs/student_handbook.pdf
Student Handbook
2012-2013
74
http://www.olc.edu/local_links/policymanual/Section_50-59/57-0002.php
Acceptable Use
Guidelines
76
http://www.olc.edu/local_links/aihec/
AIHEC
80
CHAPTER SEVEN
Criterion Four: Teaching and Learning: Evaluation and Improvement
Oglala Lakota College demonstrates responsibility for the quality of its educational
programs, learning environments, and support services, and it evaluates their effectiveness
for student learning through processes designed to promote continuous improvement.
Introduction
We are acutely aware of the need to maintain quality programs, learning environments and
support services. We evaluate effectiveness in a number of ways: the interactions of our
college community (faculty, staff, students, Board of Trustees), input from reservation
community organizations and individuals, program reviews, and the use of various direct and
indirect assessments of learning. OLC has a culture of assessment, as indicated by the variety of
assessments and resultant changes.
Our Strategic Plan integrates our commitment to teaching and learning, and it measures how
well we are doing. The College and its Board of Trustees have reaffirmed this commitment in the
[Strategic Plan] review. Briefly, the strategic plan reflects that we are committed to continuing
to measure the success of our graduates with testing entering students and making provisions to
help those needing it; assessing our core competencies and comparing our effectiveness with
comparable colleges; expanding student learning experiences; student/faculty research;
continuing to add to our resources, and encouraging community involvement, and doing these
things in the context of Lakota culture.
Core Components
4.A. Oglala Lakota College demonstrates responsibility for the quality of its educational
programs.
We have provided for the quality of educational programs. OLC’s degree programs are
congruent with the standards and requirements of higher education everywhere and are delivered
81
by qualified faculty to students who have to meet standards set by faculty, individually and
collectively.
Admission standards are described above. Part of our General Education program is assessed
by means of the ETS Proficiency Profile instrument. The Lakota Studies Department has
devised tests in Lakota language and History/Culture. Some departments use standardized tests
for their majors. Business uses the Major Field Test (MFT). The Education Department uses the
Praxis tests as required for certification by South Dakota. The Graduate Studies Department
uses qualitative assessment measures of student learning which are validated through extensive
portfolio holistic scoring. Humanities and Social Science, Lakota Studies, and Social Work use
qualitative and course-embedded assessment measures. The Nursing Department uses strict
performance standards, pre-tests, and other direct measures to ensure that their graduates’ levels
of skills and knowledge are adequate to pass the National Certification Licensing Exam
(NCLEX). The Math & Science Department is still struggling toward a department assessment
process because there are, relatively, so many program options for a relatively small number of
majors. For example, the Department has been collecting and analyzing data on general exit
exams, in mathematics and biology classes. Given the differing math and science requirements
of other departments, this task is formidable. The Lakota Studies Department measures language
and cultural knowledge of potential OLC graduates [Assessment Office].
OLC has been slow to arrive at an overall framework for its assessment activities. Given the
diversity of students, learning outcomes, majors, external requirements, and necessity for cultural
sensitivity, constructing a coherent systemic approach has been problematical. Rapid turnover in
the assessment director position has complicated the process further.
82
The current VP for Instruction, who is a former assessment director and thoroughly familiar
with OLC’s milieu, has developed a step by step assessment implementation cycle. It requires
departments to migrate their assessment data to the institutional database for storing and report
generation. Department chairs have accepted the framework, and data migration to the Jenzabar
database manager is in process. The Framework will enable “closing the loop” of assessment, a
missing link in OLC’s assessment efforts [Assessment Cycle].
4.A.1. Oglala Lakota College maintains a practice of regular program reviews.
Academic programs offered by Oglala Lakota College are reviewed approximately every five
(5) years. The calendar can be found at [Program Review Calendar].
In AY 2011-2012, no programs were reviewed In 2012-2013, the Agriculture Extension
program and the Math and Science department were reviewed. The South Dakota Education
Department conducted a review for continuing certification of the Elementary Education and the
graduate program in Education Administration in 2012. The Nursing program is doing a selfstudy/review as part of its planned application for national certification.
[Program Reviews] conducted since the last comprehensive HLC visit in 2003, combined with
assessments of student learning in the context of strategic planning, have led to numerous
changes.
Some changes in response to program reviews:

In 2005, the Human Services Department and associated degrees were reviewed which
led to discontinuing the Human Services degree and instituting a Social Work
Department offering a BSW degree. This degree was accredited by the Council on
Social Work Education in June 2010 with a re-accreditation review scheduled for June of
2014.
83

The Information Technology Department was merged into the Math and Science
Department.
 The Early Childhood Education Department was merged with the Education Department.
 The Agriculture Extension program was created to focus on fulfilling community service,
not college academic coursework. The new emphasis made extension programs in
schools, the farmer operator community, and general community initiatives more
effective. It enhanced collaboration of OLC, a land grant college, with South Dakota
State University, also a land grant college, as well. Academic courses were shifted to the
Math & Science Department.
 A bachelor’s level Business Department was created and relevant courses split off from
the Applied Science Department, which offers only AAS degrees.
 The Foundational Studies Department was established to provide more inclusive services
to students needing academic skills improvements.
 Changes in placement testing followed a review of developmental approaches.
 The Math and Science Department shifted to a research oriented, constructivist
curriculum.
 Vocational Education re-focused to serve students who want to pursue building and
automotive professions, and resources were allocated to do so.
 The programs in the Education department and the Education Administration emphasis in
the Graduate Studies department were reviewed by the state of South Dakota (October,
2012). OLC was re-authorized to offer both degrees after meeting three of the four
criteria. The state Department of Education report concluded that OLC did not meet one
standard, the one dealing with an imbedded system of assessment. OLC expects that the
84
new assessment framework with the implementation cycle and centralized storage and
reporting will correct the shortcoming.
 Implementation of fall 2012, recommendations by an external reviewer of the Math
Science Department and of the Agricultural Extension Program are pending.
4.A.2. Oglala Lakota College evaluates all the credit that it transcripts, including what it
awards for experiential learning or other forms of prior learning.
Oglala Lakota College awards college credit as per policy 81-200 College Credits.
Every effort is made to assure transcripting credits consistent with general higher education
standards. This includes internships and clinical experiences. Department chairs, the PWO, and
the Vice President for Instructional Programs review courses and programs. Transfer
transcripting decisions are made by the appropriate department chairperson. OLC does not offer
credit for experiential or other forms of prior learning. It does accept credits from accredited
institutions of higher education as they apply to OLC programs [Transfer Credits].
4.A.3. Oglala Lakota College has policies that assure the quality of the credit it accepts in
transfer.
OLC’s Transfer Credit policy conforms to standard higher education usage.
4.A.4. Oglala Lakota College maintains and exercises authority over the prerequisites for
courses, rigor of courses, expectations for student learning, access to learning resources, and
faculty qualifications for all its programs, including dual credit programs. It assures that its dual
credit courses or programs for high school students are equivalent in learning outcomes
and levels of achievement to its higher education curriculum.
Each academic department sets prerequisites for its courses. Department chairs and
appropriate subject area faculty oversee the rigor of courses and set learning outcomes for
courses and degrees. Departments generally utilize a master syllabus when several teachers,
particularly adjuncts, teach the same course. Syllabi include course content, assigned texts, other
requirements, performance expectations, and learning objectives. The Vice President for
85
Instruction and the Instructional Affairs Committee oversee curriculums and changes therein.
Faculty qualifications are discussed above; records are available at Piya Wiconi. Learning
resources are available in each center. OLC offers an early entry avenue for high school students
[Early Entry]; each high school, except Red Cloud, is located within a block or so of a college
center, therefore we do not offer dual credit.
4.A.5. Oglala Lakota College maintains specialized accreditation for its programs as appropriate
to its educational purposes.
The Bachelor of Social Work degree is accredited by the Council of Social Work Education.
The Nursing Associate degree, the Bachelor degree in Elementary Education, and the Master
degree in Lakota Leadership/Management with emphasis in Education Administration are
approved and certified by the State of South Dakota. A site visit for the Education related
degrees occurred on October 21 to 24, 2012 and continued state approval. The Nursing
department is applying for national certification and continues to meet state requirements for
licensure of its graduates.
4.A.6. Oglala Lakota College evaluates the success of its graduates. OLC assures that the degree
or certificate programs it represents as preparation for advanced study or employment
accomplish these purposes. For all programs, Oglala Lakota College looks to indicators it deems
appropriate to its mission, such as employment rates, admission rates to advanced degree
programs, and participation rates in fellowships, internships, and special programs (e.g., Peace
Corps and Americorps).
Oglala Lakota College tracks its graduates in a number of ways. This can be done on an
informal basis because of the nature of Pine Ridge Reservation and the webs of kinship common
in Lakota culture. However, we do accumulate data through various surveys and departmental
monitoring. The most recent survey that encompasses all of our graduates was conducted in 2010
with a focus on employment. Preparation for employment is a key facet of OLC’s mission.
86
Employment Survey of Graduates
Table 9 - Employment of OLC graduates (December 2010)
Degree
Employed
On Res
Employed
Off Res
Not
Employed
Retired,
Student, or
Deceased
Total
MA
57 (77%)
7 (9.4%)
2 (2.7%)
8 (10.8%)
74 (99.9%)
BS/BA/BSW 374 62.75%) 92 (15.4%)
46 (7.7%)
84 (14.1%)
596 99.95%)
AA
374 (55.7%)
57 (8.5%)
59 (8.8%)
181 (27.0)
671 (100%)
AAS
85 (59.4%)
17 (11.9%)
21 (14.7%)
20 (14.0%)
143 (100%)
Certificate
60 (48.0%)
3 (2.4%)
27 (21.6%)
35 (28.0%)
125 (100%)
Total
950 (59.0%)
176 (11.0%)
155 (9.6%)
328 (20.4%)
1,609 100%)
Source: Fall 2010 Alumni Survey, response rate 72.3%
An unemployment rate of just 9.6 % for our graduates is major accomplishment on the Pine
Ridge Reservation, because unemployment is endemic. The Bureau of Indian Affairs Labor
Force Report 2005 had an unemployment rate of over 80% and the Pickering study said 40% of
people who want to or can work are unemployed. OLC is a major producer of Native American
nurses and elementary teachers. The employment/unemployment rate of OLC graduates follows
the national trend that shows the more education a person has, the less likely he/she is
unemployed.
In 2002, OLC established a Master’s degree in Lakota Leadership and Management with an
emphasis in Education Administration that produced state endorsed principals. Since then we
have graduated 49 principals, and 90% are employed in schools with majority Indian students on
North and South Dakota reservations.
As of January 2013, there are 136 Native teachers (or 42.2%) of a total of 322 teachers
teaching in elementary schools on the reservation. Of the 136 Native teachers, 123 or 90.44%
are graduates of OLC. We have also graduated 123 Associates in Elementary or Early
Childhood Education who work as paraprofessionals in the schools and as Head Start teachers.
87
Associates degrees helped the reservation schools meet the No Child Left Behind requirements.
Our AA in Early Childhood provides Head Start teachers for Cheyenne River Head Start and
Dakota Transitional Head Start in Rapid City which helps the programs meet Head Start’s
upgraded personnel standards.
OLC’s Nursing Department is producing significant numbers of Native American nurses.
Over 90% of our graduates pass the NCLEX nursing exam to become Registered Nurses. Of the
70 nurses on the Pine Ridge Reservation 50 are Indian nurses and of these nurses, 80% are OLC
graduates. Since 2003, we have awarded 92 Associate of Arts degrees in Nursing; 61 of these
graduates have been Native Americans. Our graduates also serve the hospitals, clinics and
nursing homes in surrounding rural towns of South Dakota and Nebraska.
OLC’s nursing program is in the process of applying for acceptance as candidate for initial
accreditation by the National League for Nursing Accrediting Commission, Inc. (NLNAC).
OLC provides a vast majority of the administrative workers for the Oglala Sioux Tribe through
our business, technology and other degrees and certificates in areas such as Office Technology,
Management Information Systems, and Business Computers. We have graduated over 400
people in these areas in the past 10 years.
OLC offers business and entrepreneurship courses and degrees and works closely with The
Lakota Funds (small business loans) and the Pine Ridge Area Chamber of Commerce. We
include technical curriculum applicable to training entrepreneurs, such as the CORE 4, into our
introductory business courses to align with training provided by The Lakota Funds.
The Chamber of Commerce estimates that the number of Pine Ridge Reservation based
businesses has increased from 100 to 200 in the past 10 years.
88
OLC has graduated over 320 Bachelors and Associates in Human Services and Social Work
in the past 10 years, and these people provide workers in the myriad human services programs on
the Reservation operated by the Tribe, state and federal government.
4.B. Oglala Lakota College demonstrates a commitment to educational achievement and
improvement through ongoing assessment of student learning.
OLC is committed to improving the educational achievement of its students through
incrementally refined assessment strategies and measures.
4.B.1. Oglala Lakota College has clearly stated goals for student learning and effective processes
for assessment of student learning and achievement of learning goals.
According to college policy each syllabus includes descriptions of student learning goals and
processes for assessment. All departments have outcome statements for their programs and for
individual course syllabi. Syllabi are online and maintained by departments [Course Syllabi].
General education goals and objectives are described in the catalog [2012-2013 Catalog], pp. 41183 and policy [Core Curriculum].
Departments maintain assessment plans and provide annual reports [Assessment Office]
that describe assessment methodologies and outcomes. Focus is now on the Jenzabar database as
an entry point for data collection. Results from the Accuplacer test are entered and provide
feedback to the Foundational Studies department [Foundational Studies].
Most departments still maintain their individual databases for all assessment data as of this
study, but a new pattern has been established for systematizing and recording the individual
department results. As described above, assessment has led to significant changes in each
department and 2011-2012 changes are on-line [Assessment Office].
4.B.2. Oglala Lakota College assesses achievement of the learning outcomes that it claims
for its curricular and co-curricular programs.
89
The entire range of assessment approaches is described in the Assessment of Student
Academic Achievement Policy [Assessment of Academic Achievement Policy]. In addition,
each faculty member utilizes assessment of student learning for each course he/she teaches.
OLC does not assess co-curricular outcomes except for general participation and anecdotal
evidence. They are seen as complementary to the curriculums. The basic pattern is for students
to be assessed for placement at entry and again just before graduation; however, the latter
practice has been changed to require students to be assessed after completion of the general
education component of the curriculum to determine if the program goals have been met.
Departments assess their majors. Two departments, Education and Nursing, do require
additional testing of student preparation before acceptance in these degree programs. Lakota
language proficiency is measured by the Lakota Studies Department.
OLC also uses Student
Satisfaction surveys and individual course evaluations as indirect measures.
4.B.3. Oglala Lakota College uses the information gained from assessment to improve student
learning.
Assessment-derived changes have occurred steadily since the last comprehensive visit and
these are indicated above. Improvements have been ongoing. Changes include implementation
of the Foundational Studies Department along with financial commitments to it, development of
new departments, re-emphasizing vocational education, higher reading standards for entering
students, constructivist pedagogy for Math and Science Department curriculum, more exit
standards for courses, systematic testing, and more support materials. Two areas that need to be
strengthened are the systematization of total college assessment and the connection between
assessed learning within departmentally offered courses with the goals of general studies as a
whole. The latter goal is the project of OLC’s participation in HLC’s Assessment Academy
[Academy Assessment Plan].
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4.B.4. Oglala Lakota College’s processes and methodologies to assess student learning reflect
good practice, including the substantial participation of faculty and other instructional staff
members.
OLC faculty conduct the assessment of student learning in each of their courses, counselors
proctor many of the assessment measuring sessions, and faculty serve on the Assessment
Committee. Eleven OLC faculty members are participating in the Assessment Academy.
Membership for 2012-2013 Assessment Academy
The Vice President for Instruction is responsible for systematizing and guiding assessment, a
weakness noted in the Self Study process. Too many starts and stops in process development
have occurred because of changes in administration and assessment directors. In 2010, the
current Vice President for Instructional Programs and former Assessment Director developed a
draft report describing assessment, but the Instructional Division only addressed it piecemeal
while an Assessment Director was trying to formulate a unified approach, particularly to
information gathering and evaluation of results. In 2011-2012, the former Assessment Director
compiled a massive report [2011-2012 Assessment Report] which provides data, suggestions,
and descriptions of the state of assessment and resulting changes by department. At this writing,
the current Vice President for Instruction has instituted a unified gathering of data, and
systematization for analysis is in the offing. We anticipate participation in the Assessment
Academy will help us continue the synthesis across the curriculum with emphasis on general
education.
4.C. Oglala Lakota College demonstrates a commitment to educational improvement
through ongoing attention to retention, persistence, and completion rates in its degree and
certificate programs.
Staff and faculty at OLC have been aware of the problem we have with student retention,
persistence, and completion rates. From time to time, we have collected data on these issues but
91
do not have a consistent data set over time. In the early 1990s, an estimate of completions for a
bachelor degree indicated a low of ten years for a Human Services bachelor degree; students
took even longer to complete bachelor degrees in other fields. One reason that OLC students add
to the years of degree completion is their pattern of stopping out for one or more semesters.
When students return, they may be subject to new requirements, which add to the time it takes
to complete their degrees. Latest Integrated Postsecondary Education Data System (IPEDS)
figures indicate an overall graduation rate of 12% for students who began their studies in fall
2005. This number is for full-time, first-time students who graduated within 150% of “normal
time” to completion for their degree program.
OLC’s Institutional Research Office found that of an entering freshmen cohort in spring 2002,
33.6% returned in fall of 2002. IPEDS calculates a retention rate for first-time students pursuing
bachelor degrees at 31% for full-time students and 40% of part-time students for students who
began their studies in fall 2010 and returned in fall 2011.
According to student surveys, some reasons students stopped/dropped out include:
employment, health problems with self or family member, lack of money/transportation,
domestic abuse, moved or relocated off reservation, lack of child care, imprisonment, issues with
financial aid, or transfer to another college.
Very often, one problem is compounded by another problem, such as no transportation to take
a child to a child care center, even when the latter is provided. These same reasons also prevent
students from class attendance and completing homework assignments.
According to IPEDS data, OLC’s retention rate for entering freshmen varies between 25 and
45%. No clear pattern can be discerned in the persistence rate from semester to semester.
Students’ completion rates of courses vary between a high of 100% to a low of 20%.
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OLC students’ retention, persistence, and completion rates are similar to other tribal colleges and
to colleges that service educationally disadvantaged populations. Furthermore, in order to meet
the needs of the reservation for nurses, teachers, engineers, and scientists, for instance, the
College must continue to model and ingrain a culture of excellence in higher education,
overcome centuries of academic distress, and accept the need for expending resources
disproportionate to the number of graduates. For instance, OLC graduated “only” eight students
with bachelors in science in 2012, but four of these are working for the tribe in positions
previously occupied by non-science trained individuals, and the other four are in graduate school
while doing reservation based research.
4.C.1. Oglala Lakota College has defined goals for student retention, persistence and completion
that are ambitious but attainable and appropriate to its mission, student populations, and
educational offerings.
Oglala Lakota College and other tribal colleges find setting goals for these areas particularly
challenging. The current characteristics of OLC’s student population reflect the historic realities
of poverty and negative educational experience. Approximately two-thirds of OLC students
need skills development; about 50% will drop out during the semester.
Other students who
make up for their educational skills deficiencies are challenged by the needs of parenthood, the
need for incomes, and the difficulty of scheduling courses at the right time in the right place.
Although graduation rates are considered low by national standards, the difficulties of getting
even a small percentage to graduation demonstrate student persistence and the success of OLC’s
efforts. OLC has met its mission for them. We have a student body who takes longer to graduate
since they come and go for the reasons listed above. We also have students who go on to other
colleges and are successful. We need to do a better job of tracking these students.
93
OLC serves a Pine Ridge Reservation unique in its student population: 90% are American
Indian; 70% are women; 43.2% come from families below the poverty level; 73.7% meet SSS
low-income guidelines; 87.5% are first generation; 33% are GED graduates; an average of 30%
of students are on academic probation or suspension each semester; 81.2% of entering students
need remediation in math; and 70.5% of entering students need remediation in English.
OLC has implemented numerous ways to meet these challenges, including extensive
placement testing, exit standards, the Foundational Studies Department, registration policies for
students taking developmental courses, academic advising, and Counselors at each Center. OLC
has recently instituted an Athletics program to encourage students to stay in school. The College
provides housing, scholarships, gas vouchers, tutoring and, most important, instructional sites
close to students’ homes. OLC will continue to work on these problems but setting goals that
reflect U.S. expectations is difficult. Since there is no definite pattern in retention, persistence,
and completion, setting a target goal for these would not be useful. Our realistic goal is to track
success rates and establish baselines for evaluating the persistence of each OLC degree program
for OLC students. OLC continues to assist students in the ways listed, and instructors are
particularly sensitive to students’ need and make accommodations in a variety of ways. Their
pedagogy can be summarized as “warm, but demanding.”
One area in which we set specific goals for academic performance, persistence and graduation
rates is in our US Department of Education TRIO Student Support Services [TRIO SSS
Program], which serves 200 students a year who are low income and/or 1st Generation college
students. The US Department of Education specifies a 72% persistence rate but OLC achieves
80% persistence of students enrolled in our TRIO Student Support Services program; 15% of
new participants served each year will graduate within six (6) years. The SSS project provides
94
tutoring, mentoring, academic advising, goal setting, financial aid assistance, counseling, cultural
enrichment, and skills workshops over and above what the normal Instructional Centers do.
4.C.2. Oglala Lakota College collects and analyzes information on student retention, persistence,
and completion of programs.
Each fall, OLC submits data to the Integrated Post-Secondary Data System (IPEDS) on
retention and completion. Rates are then calculated according to IPEDS’ formula. In addition,
OLC has been submitting extensive data to the American Indian Key Indicators of Success
(AKIS) of the American Indian Higher Education Consortium (AIHEC) for over a decade. Since
fall 2011, AIHEC has required data to be submitted that allow the calculation of retention,
persistence, and course completion rates. If we utilize cohorts, the fall 2009 cohort had a 36.59%
retention rate, and the 2012 cohort has a retention rate 42.11% as of December 2012. These data
are augmented by other data that indicate 87% of students eventually return to college after
stopping out at various times and that course completion rates are about 55% on average each
semester. There are simply too many variables at work, but these patterns persist, as does the
pattern of nearly 70% of our students being female. There have been changes and improvements
since the early days of the college and much effort is being expended on regularizing education
but the changes are glacial.
More consistent recording of retention, persistence, and completion rates is needed, not least
by department/degree, before additional corrective measures can be considered. At this time, the
validity of the measures used has not been examined. The strategic plan does address needs for
improved retention and graduation rates.
4.C.3. Oglala Lakota College uses information on student retention, persistence, and completion
of programs to make improvements as warranted by the data
95
OLC uses data patterns in these areas to determine scheduling and some planning, but the
dispersed nature of our relatively scant student body makes sophisticated use of information
problematical. For instance, economies of scale are often not possible. We have to offer courses
despite low enrollment or schedule courses in time slots awkward for students because some
instructional centers have too few advanced students. Given the small numbers, it can take a
fairly long period of time to accumulate enough information to identify needs and act upon them,
but we do watch for patterns.
4.C.4. Oglala Lakota College’s processes and methodologies for collecting and analyzing
information on student retention, persistence, and completion of programs reflect good practice.
(Institutions are not required to use IPEDS definitions in their determination of persistence or
completion rates. Institutions are encouraged to choose measures that are suitable to their student
populations, but institutions are accountable for the validity of their measures.)
We have discussed the issues involved above. As indicated in our strategic plan, we do need
to devote attention to better definitions of retention, persistence, and completion within the
context of national funding sources and within the context of more efficient utilization of
resources to serve more students better. The collection of data for IPEDS and for AIHEC is
described above.
Summary
Strengths:
-
OLC’s administration, staff, faculty, and Board of Trustees are aware of the extent of the
problems of persistence and the impending impact of changes in financial aid policies.
-
OLC has allocated significant resources to addressing the issues.
-
OLC recognizes the need for more extensive and systematic application of assessment
and program review data leading to better success at meeting what appears to be an
intractable problem. (Note: national based data for populations similar to OLC’s
students indicate that the problem is currently intractable all over the country.)
96
-
OLC’s graduates are successful at improving their lives, assisting the reservation, and
contributing to the Lakota nation. They have added to their knowledge of Lakota
perspective and knowledge necessary for careers.
Challenges:
-
Personnel changes in the assessment office have caused fluctuating efforts, and the office
needs to be stabilized.
-
Systematic data collection requires focused attention.
-
Drawing conclusions and formulating plans based on data analysis and OLC milieu needs
greater emphasis.
Electronic Hyperlinks for Chapter 7 – Criterion Four:
Page
URL
Hyperlink
81
http://www.olc.edu/about/strategicplan/
Strategic Plan
82
http://www.olc.edu/local_links/assessment/
Assessment
Office
83
http://www.olc.edu/local_links/assessment/cycle/index.html
Assessment
Cycle
83
http://www.olc.edu/local_links/assessment/Program%20reviews/index.
html
Program
Review
Calendar
83
http://www.olc.edu/local_links/assessment/Program%20reviews/
Program
Reviews
85
http://www.olc.edu/local_links/policymanual/Section_80-89/81200.php
College
Credits
85
http://www.olc.edu/local_links/policymanual/Section_70-79/70900.php
Transfer
Credits
86
http://www.olc.edu/local_links/policymanual/Section_80-89/80-200.php
Early Entry
89
http://www.olc.edu/syllabus/
Course Syllabi
89
http://www.olc.edu/docs/Catalog_2012-2013.pdf
2012-2013
Catalog
89
http://www.olc.edu/local_links/policymanual/Section_70-79/70250.php
Core
Curriculum
89
http://www.olc.edu/local_links/assessment/
Assessment
Office
89
http://olc.edu/local_links/found_studies/
Foundational
Studies
97
89
http://www.olc.edu/local_links/assessment/
Assessment
Office
90
http://www.olc.edu/local_links/policymanual/Section_70-79/77-000.php
Assessment of
Academic
Achievement
Policy
90
http://olc.edu/local_links/assessment/academy/index.html
Academy
Assessment
Plan
91
http://www.olc.edu/local_links/assessment/docs/AKIS/OGLALA%20LAKOTA%20
COLLEGE%20ASSESSMENT%20REPORT.pdf
2011-2012
Assessment
Report
91
http://www.olc.edu/local_links/assessment/academy/
Assessment
Academy
94
http://www.olc.edu/local_links/student_support/
TRIO SSS
Program
95
http://www.olc.edu/local_links/assessment/docs/index.php?dir=AKIS/
American
Indian Key
Indicators of
Success
(AKIS)
98
CHAPTER EIGHT
Criterion Five: RESOURCES, PLANNING, AND INSTITUTIONAL
EFFECTIVENESS
OLC’s resources, structures, and processes are sufficient to fulfill its mission, improve the
quality of its educational offerings, and respond to future challenges and opportunities.
Oglala Lakota College plans for the future.
Introduction
This chapter describes and provides evidence that OLC’s resources are sufficient to fulfill its
mission, improve the quality of its educational offerings, and respond to future challenges and
opportunities.
Core Component 5.A.
OLC’s resource base supports its current educational programs and its plans for
maintaining and strengthening their quality in the future.
Oglala Lakota College has moved from a major financial crisis in 1996 to being, we think,
financially sound beyond that of most colleges. In 1996, the Vice President for Business and
others including the auditor were indicted for embezzling $2.5 million over several years prior to
1995. President Shortbull, appointed in 1995, immediately implemented strong deficit reduction
measures and established safeguards. He began a direct oversight of new efforts to increase
funding, and budget management, and established a policy of prudent expansion of the college
infrastructure. Today, no one questions the financial integrity of the College.
OLC’s sources of funding include PL 471 line funding from Congress, Title III formula
funding, Grants and Foundations, Tuition, fees, indirect costs, and a large scale direct mail effort.
The OLC budget and identification of sources of funding are available for team perusal in the
Resource Room.
99
OLC’s federal funding needs an explanation. Congress passed the Tribally Controlled
Community College Act (PL 471) in 1978 and has renewed it periodically. There are only a few
colleges in the United States that receive federal funding for operational support, and these are
the tribal colleges, the military academies, Howard University, and Gallaudet University.
Congress assumed responsibility for funding tribal colleges because of the treaty obligations to
Indian people. Tribal college funding is based on student FTE; currently OLC and other tribal
colleges receive $5,663 per FTE. OLC received an appropriation of $7,943,960 in FY 2012. PL
471 funding is the same as state institutions receiving operational support from state
governments.
During the years since 1995, the college operating budget has risen from $7.9 to $33.8 million
in FY 2013. Several endowments add to the overall stability of the college and buttress its
abilities to strengthen educational programs. A listing of the accomplishments in infrastructure
and finances includes:

A reserve of $3.5 million in 2012.

Since 1995, OLC has not had to take out any loans for infrastructure improvements, for
cash flow purposes, or for any other purposes.

Overall endowment of $33.3 million.

Scholarship endowment of $9.5 million.

Faculty endowment of $22.6 million.

$1.2 million maintenance endowment fund.

2.8% average salary raises for faculty and staff in each of the past ten years (note: wages
are competitive with regional colleges).

30% fringe benefits for faculty and staff
100

All of the eleven instructional centers were built or had major renovations since 1995.

Since 2001, new buildings with appropriate equipment and facilities include the
bookstore, the cultural center at Piya Wiconi, the Multipurpose building (Lakota
language school, gymnasium, and wellness center plus assemblies), three student
dormitories, employee housing, and the Math and Science building. The Math and
Science building has four laboratories, climate controlled storage for artifacts and
specimens, distance learning facilities, classrooms, and offices. A current television
production studio is housed in the Woksape Tipi Library building. The College’s
television station, KOLC, provides for community education by airing courses, lectures,
hearings, productions, and community events both in recorded and live streaming
capabilities.

OLC students do not incur college loan debt because the college does not participate in a
program that has the potential to leave students who do not succeed with unpaid debt.
OLC does make financial aid available through the federal student grant program and
OLC’s scholarship endowment ($2.6 million in scholarships for 2012).

OLC has had unqualified audits for the past seventeen years.

Direct mail and other campaigns to increase non-appropriated funding continue.
Even with possible issues in funding caused by the current political climate, OLC has the
financial reserves to meet the challenge with little diminishment in college academic programs
and activities.
5.A.1. OLC has the fiscal and human resources and physical and technological infrastructure
sufficient to support its operations wherever and however programs are delivered.
OLC has the fiscal resources to support its operations as described in 5.A.above.
101
OLC has sufficient human resources to deliver its academic programs and support students and
employees. In academic year 2012-2013, OLC had 96 staff: 20 administrators, 70 full-time
faculty, and 114 adjunct faculty.
OLC recently completed the Lakota First School, and has begun the renovation of the Applied
Science building. Future projects under consideration are student dorms, additional Staff/Faculty
housing, and a new office building for faculty and Head Start. Building maintenance is provided
through OLC employees or by contractual agreement with outside providers.
In November 2010, OLC’s technological infrastructure was evaluated by an outside consulting
firm. The consultants recommended some improvements, but OLC is comparable to other
institutions of similar size and resources.
5.A.2 OLC’s resource allocation process ensures that its educational purposes are not adversely
affected by elective resource allocations to other areas of disbursement of revenue to a
superordinate entity.
OLC has no superordinate entity to direct resources or operations to.
5.A.3. The goals incorporated into mission statements or elaborations of mission statements are
realistic in light of OLC’s organization, resources, and opportunities.
The goals and purposes following from OLC’s mission statements are realistic and
appropriate to OLC’s organization, resources, and opportunities. We have met the same
essential mission since 1971, growing over time to serve more students in more areas with better
facilities. The purposes relate to cultural, tribal, community, and academic issues; they are
addressed in OLC’s strategic plan and the goals are at a level of generality which allows
incremental and continuous attention to their achievement.
5.A.4 Oglala Lakota College’s staff in all areas are appropriately qualified and trained.
OLC’s staff are appropriately qualified and trained in all areas.
102
Personnel and faculty development training have been discussed under 3.C.4. and 3.C.6.
5.A.5 Oglala Lakota College has a well-developed process in place for budgeting and for
monitoring expense.
OLC has a well- developed process in place for budgeting and for monitoring expense.
Section 40-49 in OLC’s Policy and Procedures Manual is a collection of policies that relate to
the various operations of the Business Office. OLC follows these procedures for procuring
resources, establishing budgets, and accounting for expenditures as well as for supervision and
budget modifications, which are detailed and within acceptable accounting standards. An
outside auditing firm conducts OLC’s annual audits of records. OLC has had an unqualified
opinion on its audit for seventeen years [2009 Audit, 2010 Audit, 2011 Audit].
Core Component 5.B.
OLC’s governance and administrative structures promote effective leadership and support
collaborative processes that enable OLC to fulfill its mission.
OLC’s successes demonstrate that its governance and administrative systems work. We have
demonstrated a willingness to adjust for new situations and effectiveness, particularly in the
allocation of personnel to meet new needs and will continue to do so [HLC Report of a Focused
Visit].
5.B.1. OLC has and employs policies and procedures to engage its internal constituencies –
including its governing board, administration, faculty, staff, and students - in OLC’s governance.
As previously stated, OLC engages all of its internal constituencies in its governance system.
All faculty and staff are expected to serve on either the PWO or one of its standing committees.
We are particularly sensitive to the need to continue Lakota values in governance, combined
with an understanding that faculty members have a unique position in academic institutional
governance.
103
The following table indicates the proportion of faculty on the standing committees of the Piya
Wiconi Okolakiciye [Standing Committees].
Table 10
Percentage of Governance Committee Members That are Faculty
Committee/Year
2008-2009
2009-2010
2010-2011 2011-2012 2012-2013
Instructional Affairs
62%
64%
91%
88%
67%
Institutional Development
31%
25%
50%
33%
64%
Assessment
80%
86%
78%
91%*
93%
Student Services
No data
35%
40%
44%
24%
Activities
6%
30%
33%
0%
10%
Piya Wiconi Okolakiciye
31%
38%
36%
38%
33%
Note: cf. 2009 Report for a Focused Visit, p.31
*Membership appointed in AY 2011-2012;
The PWO operates like a College Senate, but all employees are involved rather than just
faculty and administrators. Its recommendations follow discussions within departments, among
staff, and among students within standing and special committees. Decisions of the PWO are
forwarded to the OLC President who may accept the PWO recommendation and present it to the
Board of Trustees, return the recommendation for further work, or present the recommendation
to the Board of Trustees with his objections.
The Piya Wiconi Okolakiciye system of shared governance has worked well at Oglala Lakota
College and has become ingrained in the organizational structure and administrative processes of
OLC. A survey conducted in December 2008 [Report for 2009 Focused Visit, p.27] found
overwhelming majorities of faculty and staff are satisfied with their level of participation in the
governance of OLC.
5.B.2. The governing board is knowledgeable about OLC; it provides oversight for OLC’s
financial and academic policies and practices, and meets its legal and fiduciary responsibilities.
104
OLC’s Board of Trustees has oversight of all academic programs and other educational
services delivered in OLC’s name. The BOT is knowledgeable about major activities of the
College through Board meetings and retreats [Board of Trustees Minutes]. The BOT also
oversees budgeting and expenditure processes as outlined in policies[Establishment of Budgets]
and [Purchasing]. Purchases over $10,000 require the approval of the Board of Trustees.
Proposed annual budgets are established based on departmental requests and interaction with
administrators. Budgets are reviewed and approved by the Board of Trustees by September 30
of each year. In addition, the BOT approves two modifications to the overall budget of the
College based revenues and expenditures reports. The business office issues monthly
expenditure reports to department heads, the Vice Presidents, and the President. All audits are
presented to the Board of Trustees for final approval.
All changes in degree programs or constituent courses must be presented to the OLC Board of
Trustees for approval, including new, deleted, or modified programs and courses [Degree
Programs].
All of OLC’s planning documents receive oversight and approval from the BOT.
5.B.3. OLC enables the involvement of its administration, faculty, staff, and students in setting
academic requirements, policy, and processes through effective structures for contribution and
collaborative effort.
OLC’s governing board operates according to its charter from the Oglala Sioux Tribe. In line
with the charter, the BOT has established policies and procedures which define and prescribe the
inclusion of constituents of the College as appropriate. Consensus and collaboration derived
within the Lakota value of respect for contributions from all to the whole are a vital part of OLC
and have been since its beginning [College Authority and Board Operations].
105
Core Component 5.C.
Oglala Lakota College engages in systematic and integrated planning.
OLC is guided by its vision, mission, and purposes. OLC has always operated on a five-year
strategic plan which was updated and modified for 2012-2017 in fall 2012 to includes eight (8)
overall goals [Strategic Plan]. The modified plan was approved by all College constituencies.
OLC also develops technology and facilities plans. Resources are allocated according to these
planning processes.
5.C.1 OLC allocates its resources in alignment with its mission and priorities.
The following table shows how budget amounts are allocated across Oglala Lakota College.
The largest proportion, roughly 60%, goes to instruction and support services. This is consistent
with OLC’s academic mission, student support functions, and service to the Oglala Sioux Tribe
and communities.
106
Table 11 – OLC Budget Allocations by Major College Operations
Audited*
Program Activities
Instruction
2007-2008
2008-2009*
2009-2010*
2010-2011*
$6,190,514
$6,982,402
$7,372,246
$7,649,050
29.5%
30.3%
28.9%
27.8%
5,104,902
7,770,580
8,367,985
24.3%
5,846,554
25.4%
30.5%
30.5%
122,833
585,510
27,469
835,319
0.6%
2.5%
0.1%
3.0%
3,367,127
3,098,526
3,507,390
3,510,869
16.0%
13.4%
13.8%
12.8%
2,878,159
2,863,253
2,688,751
3,280,456
13.7%
12.4%
10.5%
11.9%
1,065,007
1,140,567
1,127,788
1,076,893
5.1%
5.0%
4.4%
3.9%
Operation &
Maintenance
565,599
793,114
999,758
746,150
2.7%
3.4%
3.9%
2.7%
Fundraising
842,221
4.0%
733,004
3.2%
894,070
3.5%
799,428
2.9%
Research
208,228
1.0%
260,976
1.1%
192,300
0.8%
143,628
0.5%
0
0
0
90,123
0
0
0
0.3%
636,030
688,619
798,990
852,447
3.0%
3.0%
3.1%
3.1%
17,437
51,038
124,355
130,857
0.1%
0.2%
0.5%
0.5%
20,998,057
23,043,563
25,503,697
27,483,205
100%
99,9%
100%
99.9%
5,427,476
5,108,827
6,003,773
20.5%
18.2%
19.1%
5,434,785
16.5%
$26,425,533
$28,152,390
$31,507,470
$32,917,990
120.54%
118.1%
119.1%
116.4%
Scholarships
Public Service
Academic Support
Institutional Support
Student Services
Equipment &
Construction
Bookstore
Dorms
Total Without Head
Start
Head Start***
Total With Head Start
**Unaudited budgets for FY 2012 and 2013 are available in the Resource Room.
***Oglala Lakota College took on the responsibility of Head Start and Early Head Start in September 2005. The
Oglala Sioux Tribe lost the program in March, and by July the tribe entreated OLC to manage Head Start to serve
the reservation—something consistent with OLC’s abilities and supported by non-tribal officials because OLC is
fiscally prudent and accountable and because of its good reputation.
107
5.C.2. OLC links its processes for assessment of student learning, evaluation of operations,
planning, and budgeting.
Budgeting for each year entails a combination of continuing the previous year’s commitments
and programs. Discussion of appropriate budgeting includes a combination of wishes and needs
for the several departments amidst a consideration of likely revenue. Assessment has been a
concern for several years, and OLC has chosen to allocate resources from its several major
budget categories to improve assessment. The strategic plan designates areas of emphasis
derived from an understanding of assessed and evaluated needs. Flexibility is limited by
endowment commitments, grant requirements, allowable costs for certain activities, and the
accuracy of budget predictions. Each of the budget departments has the opportunity to make
their case for new funding, and these are reviewed by senior administrators who have access to
all assessment and evaluative data. Budgets reflect agreed upon needs and requirements and are
not always determined by strict adherence to cost/benefit analysis.
After review by the administration, decisions for allocations are based on identified needs and
then taken to the Board as part of the budgeting process. The remedial needs of incoming
students were addressed for years by basic courses, but in the last 10 years we found that was not
enough and we set up a Foundational Studies Department. We made a decision in 1989 based on
years of experience and Reservation needs to maintain our Nursing program, despite the
inordinate costs, and have been successful by putting resources into the financial and academic
support of Nursing students who must pass the NCLEX test. We are looking very hard at what
resources we need to allocate to do the same for our Education Department to assist teacher
candidates with the PRAXIS tests.
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We have put major resources into bringing the percentage of courses taught by full-time
faculty from 50% to almost 70%. We have looked at the major financial needs of our students
and made a major effort to increase scholarships, including the OLC MaxPell Book Scholarship
to assist students who have been affected by the new Pell regulations. We have made a major
investment in Foundational Studies, scholarships, and have increased both the number of faculty
and their salaries. We started a major capital campaign for faculty and scholarship endowment
to protect us from the fluctuations of federal funding.
5.C.3. The planning process encompasses Oglala Lakota College as a whole and considers the
perspectives of internal and external constituent groups.
The planning process begins with a consideration of OLC’s mission followed by a
determination of required expenditures. Input is consistently sought and often introduced from
and by tribal agencies, business on the reservation, BIA workforce analyses and the suggestions
of students, faculty, BOT members, and the general public. Proposals are evaluated by the
President and other administrators along with input from those who might be affected. In the
context of the existing strategic plan, decisions are then made to experiment, implement, or
decline.
OLC has reviewed and amended its current Strategic Plan, adopted in 2012.
5.C.4. OLC plans on the basis of a sound understanding of its current capacity. Institutional
plans anticipate the possible impact of fluctuations in OLC’s sources of revenue, such as
enrollment, the economy, and state support.
With OLC’s prudent approach, we are in an excellent position to withstand the possible
impact of fluctuations in OLC’s sources of revenue. We can improve our understanding of our
capacities, particularly in the area of teaching combined with research, to best serve OLC
without overextension of resources.
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5.C.5. OLC’s planning anticipates emerging factors, such as technology, demographic shifts,
and globalization.
OLC plans for changing technology, an increasing Lakota population, and the demands of a
globally connected world. We monitor trends and try to anticipate an appropriate strategy for
preserving digital assets and access to diverse databases and local language, culture, and history.
Core Component 5.D.
Oglala Lakota College works systematically to improve its performance.
Continuous improvement in all of its operations is the College’s overall aim and change is
constant. We are working to improve documentation and performance evaluation.
5.D.1. OLC develops and documents evidence of performance in its operations.
Records of evidence of performance by the various components of OLC are available for the
team and discussed throughout the Self-Study. Performance reports that are created for a
number of external agencies, including federal grants, oversight of Business operations, the
Registrar, and the financial aid offices, are available in the departments concerned or on
departmental websites.
5.D.2 OLC learns from its operational experience and applies that learning to improve its
institutional effectiveness, capabilities, and sustainability, overall and in its component parts.
OLC learns from its experiences and applies these lessons to improve its operations.
Summary
Strengths:
-
OLC’s financial position is among the best in the country. The College has a large
reserve, no debt, and no student loan debt.
-
OLC is conducting a very successful Capital Campaign.
-
OLC’s Investments yield 6%.
-
OLC has been successful in achieving significant resources in Federal grants.
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Challenges:
-
Systematization of performance evaluation needs to be enhanced.
-
Consistent data collection is a continuing challenge.
Electronic Hyperlinks for chapter 8 – Criterion Five
Page
103
URL
http://www.olc.edu/local_links/business/docs/Audit%20Report.pdf
Hyperlink
2009 Audit
103
http://www.olc.edu/local_links/business/docs/Audit%20Report%20FY
%202010.pdf
2010 Audit
103
http://www.olc.edu/local_links/business/docs/FY2011%20audit%20rep 2011 Audit
ort.pdf
103
http://www.olc.edu/local_links/accreditation/docs/report_of_a_commis
sion-mandated_focused_visit_2009.pdf
HLC Report
of a Focused
Visit].
104
http://www.olc.edu/about/governance/
Standing
Committees
104
http://www.olc.edu/local_links/accreditation/docs/2009-ReportGovernance-Organization-Evaluation.pdf
Report for
2009 focused
visit
105
http://www.olc.edu/local_links/bot/
Board of
Trustees
Minutes
105
http://www.olc.edu/local_links/policymanual/Section_40-49/41000.php
Establishment
of Budgets
105
http://www.olc.edu/local_links/policymanual/Section_40-49/40-1001.php
Purchasing
105
http://www.olc.edu/local_links/policymanual/Section_70-79/70400.php
Degree
Programs
105
http://www.olc.edu/local_links/policymanual/Section_10-19/
College
Authority
105
http://www.olc.edu/local_links/policymanual/Section_20-29/
Board
Operations
109
http://www.olc.edu/about/strategicplan/
Strategic Plan
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CHAPTER NINE
Request for Continued Accreditation
Oglala Lakota College requests continued accreditation based on the evidence presented
which, we believe, demonstrates that the College meets all five criteria of accreditation and their
core components. Oglala Lakota College has met all stipulations that resulted from the 2003
visit by peer reviewers in that it submitted comprehensive reports that were accepted by HLC.
The College also satisfies the requirements of the assumed practices as outlined in circular dated
February 24, 2012. The College is in compliance with the Federal Requirements as outlined in
Appendix B.
For these reasons, Oglala Lakota College respectfully requests continued accreditation with
the Higher Learning Commission of the North Central Association of Colleges and Schools.
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Abbreviations
AIHEC - American Indian Higher Education Consortium
AISES – American Indian Science and Engineering Society
AIMS - AKIS – American Indian Measures of Success – AIMS Key Indicator System
AY – Academic Year
BEAMS – Building Engagement and Attainment for Minority Students
BIA – Bureau of Indian Affairs
BOT – Board of Trustees
BSW – Bachelor of Social Work
CDA – Child Development Associate
ETS – Educational Testing Service
FTE – Full-Time Equivalent
FY – Fiscal Year
HLC – Higher Learning Commission
IHEP – Institute for Higher Education Policy
IHS – Indian Health Service
IPEDS – Integrated Postsecondary Educational Data System
MaxPell – Maximum Pell Award
MFT –Major Field Test
NASA – National Aeronautics and Space Administration
NCA – North Central Association
NCLEX – National Council Licensure Examination
NLNAC – National League for Nursing Accrediting Commission, Inc.
NSF – National Science Foundation
OLC – Oglala Lakota College
OPI – Oral Proficiency Inventory
OST – Oglala Sioux Tribe
PI – Principal Investigator
PL – Public Law
PP – Proficiency Profile
PWO – Piya Wiconi Okolakiciye
RW – Reading Writing
SAS – Statement of Accreditation Status
SSS – Student Support Services
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